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Public Opinion
The 29th Annual
Phi Delta Kappa/Gallup Poll
Of the Public's Attitudes
Toward the Public Schools
By Lowell C. Rose, Alec M. Gallup, and Stanley M. Elam
Embargoed August until 10:00 26, 1997 a.m.
Tuesday,
2
PUBLIC
SCHOOL
Oqo
- UU
LACE A computer in every classroom. Move
tant role parents can and should play in the education of their
persistent "troublemakers" into alternative
children. Respondents regard the amount of support provided
P
schools. Establish national standards for meas-
by parents of public school students as a major factor in de-
uring the academic performance of the public
termining why some schools are better than others: they also
schools. Let parents and students choose
believe strongly that parents should be notified H their children
which public schools the students will attend.
have a substance abuse problem or suffer from a sexually
Group students in classes according to ability
transmitted disease.
level. Establish a national ourriculum. Use stan-
Other findings in the 1997 Phi Delta Kappa/Gallup poll in-
dardized national tests to measure the academ-
clude the following.
ic achievement of students. Provide health-care services in
Majorities in all demographic groups believe that the prob-
schools. These are all measures that the public believes would
lems faced by the public schools In urban areas are more se-
improve student achievement in the public schools. Probing
rious than those affecting nonurban schools.
attitudes about improving achievement was a major focus of
Lack of discipline and inadequate financing are the local
the 1997 PhilDelta Kappa/Gallup Poll of the Public's Attitudes
school problems most frequently mentioned by respondents.
Toward the Public Schools, conducted by the George H. Gallup
The use of drugs and "Eighting. violence, and gangs' are not
International Institute.
far behind.
Why do some public schools achieve better academic re-
Forty-six percent of those surveyed give the public schools
sults than others? The public Delieves that three factors are im-
in their community an A or a B. Fifty-six percent of public school
portant: 1) strong support from parents, 2) the amount of mon-
parents give them a grade of A or B. and almost two-thirds
ey spent, and, to a lesser extent, 3) the kinds of students in at-
(64%) of public school parents give the school their eldest child
tendance.
attends an A or B.
This year's poll data make It clear that public schools con-
The Dublic believes that, If given the opportunity, the stu-
tinue to enjoy strong public support. Most respondents give
dents most likely to move from public schools to private schools
good grades NO the schools In their own communities, and par-
under a voucher system would be the higher-achieving stu-
ents of public school students express even stronger satisfac-
dents. Furthermore, the public believes that the academic
tion. While there is an obvious desire for improvement, almost
achievement of these students would improve as a result of
three-fourths (71%) of those surveyed believe that this Im-
the move, while the academic achievement of the students re-
provement should come through reforming the existing system
-maining in the public schools would stay about the same.
rather than through seeking an alternative system.
The public believes the home school movement is a bad
At the same time, however. the public seems more willing
thing for the nation: nowever, fewer respondents hold this be-
than in earlier years to approve government financial support
lief today than when this question was asked in 1988 and 1985.
for students who wish to attend nonpublic schools. This con-
Moreover, the public feels strongly that home schools should
tinues a trend tracked by these pofis for nearly three decades.
be required to guarantee a minimum level of educational qual-
As recently as 1993. only 24% of respondents favored "allow-
ity.
ing students and parents to choose a private school to attend
The public does not believe that state takeover of failing
at public expense." Seventy-four percent were opposed. In
schools will improve academic achievement. Indeed, a strong
1997, 44% favor this and 52% oppose it. When the words "pub-
majority (69%) believes that achievement would remain the
lic expense" are changed to "government expense," the Dub-
same or get worse.
Ec is exactly divided (48% in favor, 48% opposed). On the ba-
Do the public schools overemphasize achievement test-
sic "voucher question," asking respondents to indicate whether
ing? Approximately half (48%) believe the current emphasis is
they would support allowing parents and students to choose a
appropriate; the remaining half are divided between 700 much"
public or nonpublic school to attend with the government pay-
(20%) and "not enough (28%).
ing "all or part of the tultion," this poll shows a virtual deadlock,
There is no consensus regarding the effect on academic
for the first time, with 49% favoring and 48% opposing. While
achievement of lowering a school's starting age for children.
this is good news to advocates of nonpublic schools, the con-
However, a majority (75%) of the public would have students
ditions the public would Impose on such support suggest that
start school at age 5 or under.
proposals of this kind are certain to be controversial.
People divide almost equally in assessing the way a part-
The public expresses the strong belief that any nonpublic
time job outside of school affects students' academic perform-
school that accepts public funds should be required to enroll
ance: one-third say n lowers performance, one-third say R Im-
students from a wider range of backgrounds and academic
proves performance, and one-third say it has no effect.
ability than is now the case. This popular conviction would seem
The public supports President Clinton's main education
to invite the kind of government regulation that has led some
initiatives. The President would assess performance of the name
proponents of nonpublic schools to oppose the voucher idea.
tion's public schools according to how well students soore on
This year's poll reflects a strong Dublic belief in the impor-
achievement tests at two different grade levels: ne proposes a
five-year, two-billion-dollar program to place a computer with
"Although on the borderline of statistical significance. this difference reminds
access to the Internet in every classroom; and he seeks a tax
- of the need for very careful wording of questions that RESULT opinion on sen-
stive issues.
credit for each first-year college student in a family with an an-
nual income of $100,000 or less.
LOWELL C. ROSE is executive director emeritus of PW Delta Kao-
Seven out of 10 respondents (71%) reject the idea that the
pa International. ALEC M. GALLUP is co-chairman, with George Gal-
local public schools are Infringing on the right of parents to di-
lup, Jr., of the Galup Organization, Princeton, N.J. STANLEY ELAM,
rect their children's education.
who was Kappan aditor from 1956 through 1980, is contributing adi-
Children today are getting more parental help with their
for of the Phi Delta Kappan.
homework than in eartier years, and Americans in general re-
42
PHI DELTA KAPPAN
338
0015
PHI DELTA KAPPA
004
n an increased willingness to work as unpaid volunteers in
Mc school system or finding an alternative to the ex-
their local public schools.
Isting public school system?
A majority of public school parents (57%) say they would
be more likely to take the school's side than their child's If a
Public
Nonpublic
teacher or principal reported the child misbehaving or being
Mational
No Children
School
School
Totals
in School
disruptive in school.
Parents
Parents
%
%
%
%
A majority of the public (60%) indicates that a C is the low-
Reforming existing system
71
70
est grade a child of theirs could bring home on a report card
72
67
Frading alternative system
23
23
&
32
without causing them to be upset or concerned.
Don't know
6
7
s
1
Fifty-four percent of Americans believe that the curriculum
in their locali schools needs to be changed to meet today's
needs, while|39% believe it already does so.
Majorities define curriculum "basics" as including mathe-
matics and English. Pluralities would add history/U.S. govern-
ment and science to the list
A small majority (52%) of the public believes that gifted
and talented students should be placed in separate classes.
Moreover, 66% believe that grouping students by ability in
classrooms improves student achievement overall.
Almost two-thirds of Americans (63%) believe that ex-
tracurricular activities are very important. Another 27% believe
they are fairty important. The importance assigned to these ac-
tivities is substantially greater today than when the question
was last asked in 1985.
A small majority (53%) of the public believes that the em-
phasis placed on sports such as football and basketball is about
right. However, 39% believe there is too much emphasis.
Ninety-alx percent of respondents would require an aver-
age grade of C or better for interscholastic athletic eligibility.
Improving Student Achievement
Americans are divided as to whether public schools should
The question most directly aimed at discovering what the
be financed through local property taxes, state taxes. or fed-
public believes will improve student achievement offered re-
eral taxes. They are also divided as to whether local property
spondents the opportunity to evaluate 10 proposals. A major-
taxes or local income taxes should be the main source of school
ky of the public assigns either a great deal or quite a lot of im-
funding.
portance to eight of them. However, two frequently mentioned
A small majority of the public (53%) is at least somewhat
reform proposals lengthening the school year and length-
satisfied with the steps being taken to deal with the use of drugs
ening the school day - could gamer support from only 38%
In the local schools. Fifty-two percent of respondents believe
and 25% of respondents respectively.
an educational approach is the best way to deal with the prob-
With relatively few exceptions, there Is little difference in the
tern: 42% believe severe penalties are best.
way subgroups in the national population view these measures.
The public gives strong support to "zero tolerance" poli-
However, 75% of blacks (compared to 50% for the national
cies that call for automatic suspension for drug and alcohol
population) feel that placing a computer in every classroom
possession in school and for carrying weapons of any kind in
would Improve student achievement a great deal. In addition,
to school.
59% of blacks and 51% of nonwhites believe that allowing par-
ents and children to attend the public school of their choice
would improve student achievement a great deal; the corre-
Improving the Public Schools
sponding figure for the nation as a whole is just 39%.
And Student Achievement
Indeed, blacks favor many of the national reforms proposed
in recent years to a much greater extent than does the gener-
Since some of the proposals being considered for Improv.
all population. For example, blacks are more likely to believe
ing student achievement call for alternatives to the public
that student achievement will be improved a great deal by es-
schools, the initial question. in effect. asked whether people
tablishing national standards (58% to 41%), by establishing a
would prefer reform or revolution. The answer is clear: 71% of
national curriculum (58% to 35%), by using standardized tests
those responding Delieve that reform should come through the
to measure achievement (52% to 36%). and by providing
existing system. This response is uniform across demograph-
health-care services in the public schools (65% to 35%).
ic categories.
The question:
The question:
Here is a list of measures that have been proposed
In order to improve public education in America,
for Improving the academic achievement of public
some people think the focus should be on reform-
school students. As I read each one, would you tell
Ing the existing public school system. Others believe
me whether you believe that measure would Improve
the focus should be on finding an alternative to the
the achievement of the students In the local public
existing public school system. Which approach do
schools a great deal, quite a lot, not very much, or
you think is preferable- reforming the existing pub-
not at all?
Illustration by Fred Bell
SEPTEMBER 1997
43
X 005
A Great
A
Net
Not
Public
Nonpublic
Deal or
Greet
Quite
Very
Much
Don't
National
No Chlidren
School
School
Quite 8 Lot
Deal
ALM
Much
Al All
Know
Totals
in School
Parents
Paremas
%
%
%
%
%
%
%
%
%
%
Placing a computer
Would improve
X
24
z
as
in every classroom
B1
80
91
13
6
1
Would get worse
26
z
27
27
Establishing natoral
Wouldn't have much effect
G
45
42
25
standards for measur-
Don't know
6
6
6
2
ing the scaderjic per-
tormance of the
public schools:
77
61
36
15
6
2
Moving permistent
"troublemakers" into
alternative schools
78
43
a
14
9
2
Allowing parents and
students to strend the
public school of their
choice
73
se
$4
18
7
2
Using standardized
national tesm to
measure the aca-
demic achievement
of students
67
&
31
23
.
2
Grouping students in
classes according to
ability level
06
34
32
19
13
2
Establishing a national
curriculum
66
35
31
20
10
.
Providing nealth-care
services in schools
51
35
26
25
12
2
Lengthening the school
year
8
1D
20
as
27
2
School-Starting Age and Part-Time Work
Lengthening the school
The current poll probed people's beliefs about the effect on
day
26
12
10
36
36
2
student achievement of starting school a year earlier and of
holding a part-time job. There is no consensus on either ques-
tion. Thirty-seven percent of respondents believe that starting
school a year earlier would Improve student achievement, 24%
disagree. and 37% believe It would make no difference. Blacks
are more than twice as likely as whites (75% to 31%) to be-
lieve that starting school earlier would improve student
achievement.
On the question of starting age. three-fourths of Americans
would have students start school at age 5 or under. Twenty-six
percent would have them start at age 4 or under. Groups in the
national population that most strongly support having children
start school at age 4 or under Include blacks (64%), nonwhites
(59%), 16- to 29-year-olds (40%). and urban residents (35%).
Data on public school parents reveal a pattern similar to that
for the national population. Sixty-four percent of black parents
State Takeovers
would prefer a school starting age of 4 or under (compared to
In some ! states the administration of faltering or falling
30% for all parents). as would 57% of 16- to 29-year-old par-
schools is taken over by the state. People were asked what ef-
ents and 61% of norwhite parents.
fact they thought such a move would have on student achieve-
The first question:
ment in the schools in their community. The public is split on
this question: 43% believe such a takeover would have no of-
in your opinion, what effect would starting a child
fact. and the rest are evenly divided on whether achievement
a year younger than is now generally the case have
would improve or get worse.
on the child's academic achievement in elementary
The question:
and in high school? Do you think starting a year
younger would Improve the child's achievement,
Some states have taken over the administration
make H worse, or wouldn't n make much difference?
of schools In local school districts where the public
schools I were considered to be doing a poor job.
Public
Nanpublic
What effect do you think takeover by the state would
National
No Children
School
School
have on the academic achievement of students in a
Totale
in School
Perents
Parents
&
%
%
r
public school In your community? Do you think their
academic achievement would Improve, get worse, or
improve achievement
37
35
&
37
Make it worse
24
22
25
39
do you think n wouldn't have much effect on their
Not much difference
37
40
a3
23
academic achievement?
Don't know
2
3
2
1
44
PHI DELTA KAPPAN
Illustrations by Fred Bell
MON
PAA
202
401
1400
10:04 ГАД 016 JJE UV18
PHI DELTA KAPPA
006
the second question:
Very
Quite
Not Very
Not at All
Don't
Important important Important Importent Know
%
%
%
%
%
At what age do you think students should start
Amount of support
school?
from parents of
students in the
local public schools
B
11
3
.
Amount of money
Public
Nonpublic
apent on the local
National
No Children
School
School
public schools
@2
20
6
2
1
Totale
5 School
Perents
Parents
Kinds of students
97
'$6
87
B
"§?
'86
'07
"86
attending the local
%
%
%
%
%
%
%
%
public schools
"
8
20
9
4
. years (or under)
26
29
24
29
so
27
27
a
5 years
49
41
50
40
47
44
E
42
"Loss than one-hall of 1%.
6 years
21
18
22
18
19
&
10
a
7 years (or over)
3
2
э
1
3
z
11
Percent Responding "Very important"
Don't know
1
TO
1
12
1
7
2
6
Public Nonpublic
"Less than one-half of 1%.
National
No Children
School
School
Totals
in School
Perents
Parents
%
%
%
%
The third question:
Amount of support from
parents of students in
the local public schools
B
B4
68
02
What effect do you feel having a part-time job out-
AMOUNT of money spent
side of school has on the academic schievement of
on the local public schools
62
8
87
B
students in the public schools in this community?
Kinds of students attending
the local public schools
41
so
45
52
Generally speaking, do you feel having a part-time
job Improves their academic achievement, hurts
their academic achievement, or do you feel n does
President Clinton's Proposals
not affect their academic achievement one way or
President Clinton has offered three proposals designed to im-
the other?
prove schools, enhance student achievement, or provide in
centives for students to succeed in school. These proposals are
Public
Nonpubile
currently before Congress and may or may not become law.
National
No Children
School
School
While all the proposals made by President Clinton attract
Totals
in School
Parents
Parents
majority support, the strongest support (82%) is for the pro-
%
%
%
%
posed tax credit for the parents of first-year college students.
Improves achievement
29
31
20
16
This proposal has already been debated in Congress, with the
Hure achievement
32
H
so
"
Does not affect tschlevement
35
34
37
37
Administration indicating a willingness to compromise on the
Don't know
.
3
6
3
need for a B average as a condition for second-year aid. Sup-
port for the proposal is strong among all groups in the poll.
Two-thirds of the public (66%) favor the proposal for plac-
ing a computer with access to the Internet in every public school
Improving Schools
classroom. Groups strongly in favor of the proposal include
blacks (85%), norwhites (83%). 18. to 29-year-olds (78%), and
People frequently ask, "Why are some schools better than
those in the $50,000 and over income range (78%).
others?" This year poll respondents were asked to rate the im-
The President's testing proposal has the least support and,
portance of three factors sometimes offered to explain such
based on past experience. is likely to generate the most can-
differences. The public considers the amount of support from
troversy.
parents of students In the local public schools to be the most
The first question:
important factor in making a school better. However, the
amount of money spent on the local public schools is a close
President Clinton has proposed a tax credit for
second. Thenkinds of students attending the local public schools
families with en annual Income of $100,000 or less
is regarded as either quite important or very important by two-
for each first-year college student. The $1,500 tax
thirds of the public but is not considered as Important as the
credit would also apply to the second year If the stu-
other two factors.
dent maintained a B average and had no conviction
The question:
for drugs. In general, do you favor or oppose this
proposal?
Here are some factors that are sometimes men-
Public Monpubillo
National
No Children
School
School
tioned to explain why the public schools In some
Totale
in School
Parents
Parents
places are better than those in others. As I read off
%
%
%
%
each one, would you tell me whether you think that
Favor
82
79
.87
as
factor is Ivery important, quite important, not very Im-
Oppose
17
20
12
12
portant, or not at all Importent in determining the
Don't know
1
1
1
.
quality of the local public schools?
"Less than one-half of 1%.
SEPTEMBER 1997
45
016
000
cone
PHI DELTA KAPPA
007
The second question:
has been asked to indicate the biggest problem facing the lo-
cal public schools. This year a follow-up question was asked
President Clinton has proposed a five-year, two-
to determine whether the public feels the problems faced by
billion-doliar program that would place a computer
urban schools are more serious than those faced by their
with access to the Internet In every public school
nonurban counterparts. Sixty-nine percent said they believe
classroom In the nation. In general, do you favor or
the problems that urban schools face are either much more se-
oppose this proposal?
rious or somewhat more serious.
This year "lack of discipline" and "lack of financial support"
Public
Nonpublic
were mentioned by 15% of the respondents respectively as the
National
No Children
School
School
most serious problems facing local public schools. Use of
Totals
in School
Parents
Parents
%
%
%
%
drugs, designated the number-one problem in last year's poll.
70
was mentioned by 14% of respondents this year, and fight-
Favor
&
84
73
Oppose
32
34
20
26
ing/violence/gangs was mentioned by 12%. These four prob-
Don't know
2
2
,
1
lems were the only ones to reach double_figures,
One caution needs to be offered relative to the findings re-
ported. The question requires respondents to Identify a prob-
The third question:
lem, and they do not have a list from which to choose. That is
undoubtedly why so many different problems are mentioned
President Clinton has proposed that the perform-
and why the percentage of mentions is so small. (Eleven oth-
ance of the nation's public schools be assessed ac.
er problems were mentioned by 2% of respondents.)
cording to how well students score on achievement
tests at two different grade levels. In general, do you
favor or oppose this proposal?
Public
Nonpublic
National
NO Children
School
School
Totals
in School
Parents
Parents
%
%
%
%
Favor
57
56
59
as
a
0
9
0
e
.
Oppose
37
37
37
42
1
2
Don't know
6
7
4
5
Achievement Testing
Testing and he role in school improvement is a frequent sub-
The first question:
fect of debate. Respondents this year were asked their opin-
lon of the level of emphasis on testing in their local public
What do you think are the biggest problems with
schools. Forty-eight percent responded that the emphasis is
which the public schools in this community must
about right. The rest were divided between too much and too
deal?
little. Theseresponses were consistent among all demographic
Public
Nonpublic
groups.
National
No Children
School
School
The question:
Totals
in School
Parents
Parents
97
'96
97
'95
97
'96
97
'86
in your opinion, is there too much emphasis on
%
%
%
%
%
%
%
%
achievement testing in the public schools in this
Lack of discipline/
community, not enough emphasis on testing, or
more control
15
16
15
16
12
12
22
18
about the right amount?
Lack of financial
support/funding/
money
15
13
15
14
14
13
4
7
Public
Nonpublic
Use of drugs/dope
14
16
14
17
14
14
9
12
National
No Children
School
School
Fighting/violence/
Totals
in School
Parema
Parents
gangs
12
14
12
14
12
15
16
17
%
X
%
%
Overtrowded
Too much emphasis
20
20
19
24
schools
a
0
6
6
10
11
17
15
Not enough emphasis
28
28
26
G
Concern about
ADOUT the right amount
&
46
54
H
standards/quality
Don't know
a
6
1
2
of education
.
a
7
4
e
.
10
9
Puplis' lack of in-
terest/poor Bill-
tudes/truancy
6
5
6
5
6
6
a
4
Difficulty getting
good teachers/
Biggest Problems Facing
quality teachers
3
3
3
3
4
3
9
3
Local Schools
No problems
2
3
2
2
3
7
.
9
Miscellaneous
9
9
9
,
8
10
12
"
Don't know
10
13
13
15
6
9
4
10
Efforts atschool improvement must of course, address the
problems the public schools face. In all recent polls the public
"Less than one-half of 1%
46
PHI DELTA KAPPAN
08/25/97 MON 10:35 FAX 812 339 0018
PHI DELTA KAPPA
L
008
The second question:
The question:
Just your Impression, are the problems faced by
Students are often given the grades A, B, c, D,
the public schools In urban areas much more seri-
and FAIL to denote the quality of their work. Suppose
ous, somewhat more serious, somewhat less seri-
the public schools themselves, In this community,
ous, or much less serious than those faced by the
were graded in the same way. What grade would you
public schools in nonurban areas?
give the public schools here- A, B, C, D, or FAIL?
PUBLIC Nonpublic
Public
Monpubile
National
No Children
School
School
National
No Children
School
School
Totals
in School
Perents
Parents
Totals
in School
Parents
Parents
%
%
s
%
'B7 'DS
.87
'DE
'07
"D6
V7 '96
% %
%
%
8
%
%
%
Much more merious
40
8
40
a
Somewhat more serious
29
29
30
32
A&B
46
a
42
30
BG
57
28
24
Somewher less serious
16
16
17
16
A
10
0
0
6
n
18
9
8
Much less serious
7
6
,
5
B
96
35
34
#
41
42
"
22
Don't know
B
9
6
4
c
32
%
so
36
R
20
35
G
D
11
11
11
12
10
9
21
13
FAIL
6 6
7
0
8
4
13
13
Don't know
5
6
7
a
1
1
5
7
Grading the Schools
Public Schools Nationally
Since 1974 respondents to the Phi Delta Kappa/Gallup ed-
As has been the case since this question was first asked in
ucation polls have been asked to grade the public schools in
1981, about half as many Americans give a grade of A or B to
their communities on a scale of A to F. in 1981, people were
the nation's public schools as give these grades to the local
first asked to rate the "nation's public schools" on the same
public schools. This year the figures are 22% and 46% re-
scale. Then, beginning in 1985, parents were asked to grade
spectively. The groups assigning unusually high percentages
the public school their oldest child was attending.
of A's and B's to the nation's public schools include blacks (44%)
One significant generalization derived from responses to
and nonwhites (35%).
these questions over the years is the fact that the closer re-
The question:
spondents are to the public schools, the higher the grades they
give them. Thus people give the schools in their own commu-
How about the public schools In the nation as a
nity much higher grades than they give the nation's schools.
whole? What grade would you give the public
Parents give the schools in the community much higher grades
schools nationally - A, B, C, D, or FAIL?
than do those who do not have children in the public schools.
By the same token, public school parents, when asked to grade
the school their oldest child attends, give that school higher
grades than they give to schools in the community as a whole.
Current poll findings reinforce the basic generalization: famil-
larty with the public schools breeds respect for them.
A
The differences are impressive. Over the last nine years the
differences between the percentage of A's and B's given to the
nation's public schools and to the local schools have averaged
about 23 points. Even more starting is the difference between
the percentage of A's and B's parents give to the school their
oldest child attends and the percentage of A's and B's given to
the nation's schools. Here the difference over the last nine
years has averaged 47 percentage points.
Taken together. these items suggest a second generaliza-
tion: the low grades given the nation's public schools are pri-
marily media-induced. Whereas people learn firsthand about
their children's schools, they team about the nation's schools
primarily from the media.
Public
Nonpubile
National
No Children
School
School
Totals
in School
Parents
Local Public Schools
Parents
" '96
'07
f
1
'00
'97
'N
% %
%
x
% %
%
%
As has been the case for two decades. over four Americans
AS ,
22 21
a
20
23
28
24
8
in 10- 46% this year - award a grade of A or B to the pub-
A
2
1
3
1
2
2
2
1
lic schools in their own communities. And almost eight in 10-
B
20
20
20
19
21
24
22
,
78% this year- award them at least a grade of C. An even
c
=
46
=
47
&
49
35
57
D
15
18
15
19
16
14
15
21
higher percentage of public school parents (56%) assign an A
FAIL
6
5
6
6
s
9
8
3
or a B to the schools in their community.
Don't know
0
10
7
0
11
10
17
11
Illustrations by Fred Bdl
SEPTEMBER 1997
47
08/25/97 MON 10:35 FAX 812 339 0018
PHI DELTA KAPPA
A
009
Public School Oldest Child Attends
school to attend at public expense. The opposition has been
The parents of public school children are likely to be among
consistent, though n dropped from 74% in 1993 to 65% in 1995
the best-informed citizens about the public schools. Since
to 61% in 1996. This year the poll shows that 52% oppose such
1985, this poll has asked parents to grade the school their old.
choice white 44% approve it.
est child attends, This year almost two-thirds (64%) of public
The group most likely to oppose this form of choice is the
school parents assign the school their oldest child attends an
18- to 29-year-olds (62% opposed, 38% in favor). Groups most
A or a B. Another 23% assign this school a C, bringing to 87%
likely to support this form of choice include nonwhites (51% in
the proportion of parents giving the school their oldest child at-
favor, 46% opposed) and urban residents (53% in favor, 45%
tends at least a passing grade of C. The parents who are most
opposed).
likely to give the school their oldest child attends an A or a B
second form of the question was also asked this year with
include college graduates (75%). parents who live in the East
the words "government expense" substituted for "public ex-
(74%). and those parents whose children are at the top of their
pense." When asked in this way, the public is equally divided.
class or above-average academically (74%).
with 48% in favor and 48% opposed. Those most likely to sup-
The question:
port this choice include blacks (72%). nonwhites (68%). 18. to
29-year-olds (70%). professional and business persons (53%),
Using the A, B, C, D, FAIL scale again, what grade
and urban residents (59%).
would you give the school your oldest child attends?
The first question:
Public School Parents
Do you favor or oppose allowing students and
97
"BS
parents to choose a private school to attend at DUD-
%
%
Mc expense?
A & B
$
66
A
26
23
Public
Nonpublic
B
38
43
National
No Children
School
School
c
23
22
Totals
in School
Parents
Parents
D
7
6
'97 '98 '95 93
97 '90 as BS
'87 = '05 B
97
'96
-
P
FAIL
a
B
% % % % % % % % % % % % % % % %
Don't know
2
1
Favor as 36 33 24 44 33 30 21 as so 98 27 62 60 44 45
Oppose 52 61 65 74 54 63 66 76 50 59 59 72 as 36 51 55
Don't
know a s 2 2 2 4 2 a B 2 9 1 . 2 5 -
Public Versus Nonpublic Schools
"Lase than one-half of 1%.
The current poll featured the usual questions regarding at-
tendance at public. private, or church-related schools with the
The second question:
government paying all or part of the costs. The first question
dealt with choosing a private school to attend at public expense,
Do you favor or oppose allowing students and
in the past. when this question has been asked. some critics
parents 10 choose a private school to attend at gov-
have suggested that the results would be different if the words
ernment expense?
"government expense" were used in place of "public expense."
With this in mind, a split-sample design was used in this year's
Public
Nonpublic
poll. That is, the sample was divided, and the question was
National
No Children
School
School
asked both ways. The customary question dealing with the use
Totals
in School
Parents
Parents
of vouchers was also asked. along with a question designed
covt Public
can Public
Govt Public
cove Public
Exp.
to determine whether the public believes any changes in ad-
Exp.
Exp.
Exp.
Exp.
Exp.
Exp.
Exp.
%
%
r
%
%
%
%
#
mission policies should be required for поприblіс schools that
Fevor
48
44
51
44
G
accept public funds.
46
50
52
Oppose
:
62
as
I
54
50
"
44
Providing for parents and students to attend nonpublic
Don't
schools at public expense has been strongly opposed in past
know
4
4
4
2
3
9
6
4
years. in 1993, for example, the percentage opposing allow-
ing students and parents to choose a private school to attend
at public expense was 74%, with only 24% in favor. In 1994 al.
The question most directly associated with vouchers was
lowing parents to send their school-age children to any public,
asked in 1994 and repeated in 1996. When it was first asked
private. or church-related school of their choice with the gov-
in 1994, 45% favored the Idea. Support was virtually the same
emment paying "all or part of the tuition- was opposed 54% to
(43%) in 1996; however, this year's poll shows the public equal-
45%. However, with each succeeding year. the opposition has
ly divided, with 49% in favor and 48% opposed. Both public
lessened. This year the public can be described as almost
school parents (55%) and nonpublic school parents (68%) fa-
equally divided on this issue.
vor allowing parents to send their school-age children to any
public, private. or church-related school they choose, with the
government paying part or all of the cost.
This issue divides men and women. Women favor permit-
Choosing Private Schools at Public Expense
ting the choice by 52% to 45%; men oppose it by 51% to 47%.
The current poll is the fourth (starting in 1993) to ask the
Other groups in support include blacks (62% to 34%). non-
public Its attitude toward allowing parents to choose a private
whites (61% to 36%). 18- to 29-year-olds (55% to 43%), 30- to
48 PHI DELTA KAPPAN
08/25/97 MON 10:38 FAX 812 339 0018
PHI DELTA KAPPA
010
49-year-olds (53% to 45%), those who live in the South (56%
Almost two-thirds of those surveyed (65%) believe that If
to 42%), those in the $20,000 to $30,000 income group (65%
would be the higher-achieving students who would take the op-
to 43%). those in the $10,000 to $20,000 income group (53%
portunity to attend private schools. The same percentage be-
to 42%), and manual laborers (53% to 44%), Groups in oppo-
lieves the result for these students would be improved academ-
sition include those 50 years of age and older (56% to 40%).
ic achievement. As for the students remaining in the public
those living in the West (54% to 45%), those in the $50,000
schools, 70% of the public Delieves that their achievement
and over income group (57% to 41%). and suburban residents
would remain about the same.
(51% to 45%).
Responses to these three questions vary little across the
The question:
subgroups in the poll.
The first question:
A proposal has been made that would allow par-
ents to send their school-age children to any public,
Suppose a large number of students in your local
private, or church-related school they choose. For
public schools moved to private schools. Just your
those parents choosing nonpublic schools, the gov.
opinion, who would be most likely to move to the pri-
ernment/would pay all or part of the tuition. Would
vate schools- the higher-achleving students, the
you favor or oppose this proposal In your state?
lower-achieving students, or the average-achieving
students?
Public
Nonpublic
National
No Chlidren
School
School
Public Nonpublic
Totals
in School
Perents
Parents
National
No
Children
School
School
97 '96 'De
" TO '06
'97'96'94
" 'BS "D4
Tomis
in School
Parents
Parents
%%%
% % %
%%%
% % %
%
%
%
%
Favor
49
G
46
as $4 42
65 49 40
68
70
69
Higher-schleving students
65
6
62
56
Oppose
40 54 54
B1 50 57
43
31
29
29
Lower-schieving students
8
e
.
10
Don't know
331
a $ 1
221
1
2
2
Average-schieving students
20
19
21
28
No difference
3
3
5
2
Don't know
4
3
4
4
Obligations of Private Schools
The second question:
Accepting Public Funds
One of the issues that comes up in any debate over public
Again, just your opinion, how would the academ-
funds goingito nonpublic schools is the extent to which those
Ic achievement of those public school students who
schools should be bound by the same obligations that fall on
had moved to the private schools be affected? Do
public schools. This year's poll asked whether such schools
you think their academic achievement would Im-
should be required to accept students from a wider range of
prove, get worse, or remain about the same after
backgrounds and levels of academic ability than is now gen-
moving to private schools?
erally the case. The public is strongly in agreement that they
should. Seventy-eight percent of the public holds this view. This
Public Nonpublic
response Islconsistent across all demographic groups.
National
No Children
School
School
The question:
Totals
in School
Parents
Perents
%
%
%
x
Do you think nonpublic schools that receive pub-
improve
66
68
SB
so
lic funding should or should not be required to ac-
Get worse
4
4
4
.
cept students from a wider range of backgrounds
Remain about the same
20
25
35
19
Don't know
3
3
3
,
and academic ability than Is now generally the case?
Less than one-half of 1%.
Public Noneublic
National
No
Children
School
School
Totals
in School
Perents
Parents
The third question:
%
*
%
%
Should be required to
HOW about the students who remained in the 10-
accept . wider range
70
70
60
76
Should not
18
17
17
22
cal public schools? Do you think their academic
Don't know
4
5
3
2
achievement would improve, get worse, or remain
about the same?
Effects of a Shift to Nonpublic Schools
Public Nonpublic
National
No Children
School
School
Another concern raised by those opposing the use of pub-
Totals
in School
Parents
Permits
[ic funds for|nonpublic schools is that the students and parents
%
%
%
%
with the fináncial means to do so might opt for private schools,
Imprová
17
16
19
10
leaving the public schools to serve the poor and underprivi-
Get worse
"
11
"
10
Remain about the same
70
70
68
8
leged. Three of the questions in this year's poll addressed this
Don't know
2
3
2
concern. The responses offer some indication that the concern
is warranted.
"Lass than one-half of 1%.
SEPTEMBER 1997
49
08/25/97
MON 10:36 FAX 812 339 0018
PHI DELTA KAPPA
0011
Home Schooling
That seems to have been on appropriate decision, given the
The Phi Delta Kappa/Gallup poll first addressed the home-
fact that 86% of the public cites the amount of support from
school movement in 1985, asking respondents whether the
parents of students in the local public schools as the most im-
fledgling mové toward home schooling was a good thing or a
portant factor in determining why schools in some places are
better than others.
bad thing for the nation. At that time, 73% said they thought it
was = bed thing. while 16% said they thought lt was a good
thing. When the question was repeated in 1968, the proportion
who said it was a bad thing had falion to 59%, and the pro-
Infringing on Rights of Parents
portion who said k was a good thing had risen to 26%. Given
One of the charges heard from some critics is that the pub-
a continuing increase in the number of students being schooled
lic schools are infringing on the right of parents to direct their
at home. poll planners deemed it important to revisit the issue
children's education. This seems to be part of a more general
this year. While the public still feels that the home-school move-
feeling among some Americans that the government has too
ment is a bad thing. the margin has now shrunk to just 21 per-
much control over their lives. However, more than seven in 10
centage points.
respondents (71%) said they do not believe that the public
It is interesting to note that nonpublic school parents, who
schools are infringing on the rights of parents. Only nonpublic
thought the home-school movement was a bad thing in 1985
school parents differ.
(by a margin of 71% to 22%), now favor R by 52% to 41%, This
The question:
is the only group sampled that believes the movement to home
schooling is a good thing.
People in some communities say the local public
This year's poll also asked respondents whether home
schools are Infringing on the rights of parents to di-
schools should or should not be required to guarantee a min-
rect their children's education. In your opinion, are
tmum level of educational quality. Almost nine in 10 respon-
the public schools in your community Infringing on
dents (88%) for that they should. This response is consistent
the rights of local parents to direct their children's
among all groups.
education?
The first question:
Public Nonpublic
Recently, there has been a movement toward
National
No Children
School
School
Totals
in School
Perents
Parents
home schools - that is, situations in which parents
%
%
%
%
keep their children at home to teach the children
Yes, Intringing
24
20
28
50
themselves. Do you think this movement is a good
No. not intringing
71
73
70
:
thing or albad thing for the nation?
Don't know
5
7
2
&
Public
Nonpublic
National
No Children
School
School
Totals
in School
Parents
Perents
997
'86
'06
'97 'm 'BS
'97 # '85
'
'as
'85
Help with Homework
%%%
% % %
% % %
%
%
%
The 1986 poll asked parents how much help they gave their
Good thing
36
28
18
34
27
16
36
29
14
52
29
22
oldest child with his or her homework. At that time, 34% said
Bad thing
57
80
73
50
59
72
8
61
X
"
56
71
Don't know
7
13
11
14
12
that they provided no help — a figure that fell to 13% when the
7
6
10
"
7
15
7
question was repeated in this year's poll. It also appears that
parents who help their children are spending more hours do-
The second question:
ing so than they did in 1986. Forty-seven percent of this year's
respondents say that they help with homework four or more
Do you think that home schools should or should
hours a week, compared to 14% who said they spent that much
not be required to guarantee a minimum level of ed-
time in the earlier poll. Thirty-nine percent of all public school
ucational quality?
parents report that they help their children five or more hours
per week.
Public Nonpublic
The question:
National
No Children
School
School
Totals
in School
Parents
Parents
%
%
%
%
During the school year, on average, about how
Should be required
many hours I week do you help your oldest child
06
as
91
80
Should not be required
with his or her homework?
10
10
8
19
Don't know
2
2
1
1
'97
'
%
%
None
13
24
Parents and Their Relationship
Up to 1 hour
&
13
1- 1:59 hours
12
17
To the Public Schools
:- 2:59 hours
12
10
3- 3:59 hours
9
7
This poll went further than most recent Phi Delta Kappa/Gal-
4- 4:59 hours
B
5
6- 5:50 hours
"
4
tup polls in exploring the relationship between the public
6 hours or more
a
s
schools and the parents who send students to those schools.
Undesignated
2
5
so PHI DELTA KAPPAN
08/25/97 MON 10:37 FAX 812 339 0018
PHI DELTA KAPPA
012
Willingness to Volunteer
Suppose a teacher or principal reported that your
Much been made recently of the importance of persons
oldest child was misbehaving and being disruptive
being willing to serve as unpaid volunteers in addressing prob-
in school. Whose side do you think you would be
lems the nation faces. Television recently featured pictures of
more likely to take- the school's or your child's?
past U.S. Presidents working at sprucing up inner-city areas.
Public School
Nonpublic
Gen. Colin Rowell heads up a Presidential task force to pro-
Parents
School Parents
mote volunterism. Given this backdrop. poll planners thought
%
%
k Important to repeat the 1992 question in which participants
The school's side
57
73
were asked about their willingness to serve as unpaid volun-
Your child's side
25
16
teers in the public schools, At that time 59% said that they would
Don't know
18
"
be willing to do so. in this year's poll that figure rose to 69%.
The second question:
What If a teacher or principal reported that your
him
oldest child was not working hard enough at school-
work? Whose side do you think you would be more
likely to take- the school's or your child'a?
Public School
Nonpublic
Perents
School Parents
%
%
The school's akis
70
TO
Your child's side
22
25
Don't know
B
s
Parental Expectations Regarding Achievement
The question:
By a 2.1 margin (60% to 28%) respondents in the 1996 Phi
Delta Kappa/Gallup poll said that, If forced to choose, they
If you were asked, would you be willing to work
would prefer their sons or daughters to make C grades and be
as an unpaid volunteer in any of the public schools
active in extracurricular activities rather than make A grades
In this community or not?
and not be active. This response led poll planners to ask on
Willing to Work as Linpaid Volunteer
this year's poll about the lowest grade a student could bring
87
a
home without causing the parent to be upset or concerned. A
%
%
majority (60%) said their child could bring home a report card
NATIONAL TOTALS
60
with a C without raising concern. This response is consistent
59
Sex
among all groups in the poll.
Men
64
54
The question:
Women
73
as
Place
Regardless of whether you have children In pub-
White
$8
61
IIc school, what would be the lowest grade 3 child of
Nonwrite
7a
49
yours could bring home on a report card without up-
Age
setting or concerning you?
18-29 years
T2
65
80-49 years
y
as
Public Nonpublic
50-64 years
56
54
National
No Children
School
School
65 and over
57
36
Totals
in School
Parents
Parents
Education
of
%
%
%
College graduate
73
7D
A
,
1
2
High school graduate
8
67
B
21
8
21
22
High school Incomplete
8
45
C
60
50
63
64
Children in School
D
13
15
"
9
No children th school
65
51
PAIL
5
0
4
1
Public school parants
78
72
Don't know
2
3
1
2
Nonpublic school perents
BO
6
"Loss than one-half of 1%
Parental Support for Teachers and Principals
One of the complaints heard from teachers and principals
Parental Expectations on Communication
is that they no longer have the parental support they once en-
Given today's concern for privacy, one of the important
joyed. Two questions were asked in this poll 10 explore the sup-
dilemmas for school personnel is how much Information re-
port parents give to school personnel.
garding student problems should be reported to parents. This
The first|question:
is an area, however, where parental expectations are quite
Illustration by Fred Bell
SEPTEMBER 1997
51
08/25/97 MON 10:37 FAX 812 339 0018
PHI DELTA KAPPA
A
013
clear. Ninety-eight percent of all respondents believe that pub-
The question:
lic schools should be required to notify the parents if their child
is found to have a substance abuse problem, and 90% feel that
Do you think the curriculum in the public schools
parents should be notified 11 their child is found to have a sex-
in your community needs to be changed to meet to
ually transmitted disease. These responses are consistent
day's needs, or do you think It already meets today's
across all groups surveyed.
needs?
The first question:
Public
Nompubile
Do you think that the public schools In your com-
National
No Children
Gahool
Cohool
Totale
in School
Perents
Parents
munity should or should not be required to notify the
87 TO
'97
P
'97
'82
07 '82
parents of a student who Is found by school author-
% %
%
%
%
%
of
X
files to have a substance abuse problem?
Needs to be
changed
as
R
54
a
B
42
&
46
Public
Nonpublic
Already meets
National
No Children
School
School
reads
39
e
66
8
9
3
R
"
Totale
in School
Parents
Parents
Don't know
7
a
10
8
1
a
5
10
%
%
%
%
Should be required
8
8
a
100
should not be required
1
1
2
Curriculum 'Basics'
Don't know
1
1
.
In every public school forum conducted by Phi Delta Kap-
"Leas than one-nelf of 1%.
pa during the 1996-97 academic year, there was agreement
that the schools should teach the "basics." The ensuing dis-
The second question:
cussions, however. suggested that there might be a difference
of opinion as to what the "basics" included. This year's poll
How about a sexually transmitted disease? Do
asked respondents to define the term. The responses indicate
you think the public schools In your community
that mathematics (named by 90%) and English (named by
should or should not be required to notify the par-
84%) constitute the heart of the "basies." This seems close to
ents of a student who Is found by school authorities
the traditional three R's. Large percentages of respondents
to have . sexually transmitted disease?
would also add science (44%) and history/U.S. government
(38%).
Public
Nonpublic
A word of caution is required here. The fact that the public
National
No Children
School
School
wants the basics taught and defines them nerrowly should not
Totals
in School
Parents
Parents
be interpreted to mean that people do not value other subjects
%
%
%
n
and other parts of the curriculum. In fact, the public assigns
Should be required
90
as
92
8
great importance even to extracurricular activities (as a later
Should not be required
9
10
7
10
Dom't know
1
1
1
1
question shows). What seems clear is that while the public
sees teaching the so-called basics as a central mission, it has
many other expectations of its public schools as well.
The question:
People have different ideas as to what constitutes
YES
the so-called basic subjects in school. Would you
name the school subjects that you consider to be
the basics?
Public Nonpublic
National
No Children
School
School
Totale
in School
Parents
Parents
%
%
%
%
Mathematics
90
89
91
93
English
3
B4
84
91
Science
$
41
49
E
The Curriculum
History/U.S. government
Я
28.
8
B
Geography
e
9
@
4
Computer training
8
8
B
12
One question that quickly surfaces in any discussion of
Physical education
7
7
9
"
school reform is the extent to which the curriculum needs to be
An
5
6
s
0
changed to meet today's needs. This question was explored
Social studies
6
4
7
4
in the 1982 poll. At that time a plurality (42%) explessed the
Foreign language
5
4
6
13
Music
view that the curriculum did meet the needs of the day. Fifty
3
3
3
1
Mealth aducation
2
2
a
4
percent of public school parents agreed. In this year's poll. how.
Vocational waining
1
2
1
ever, 54% of respondents say they think the curriculum needs
Career education
1
1
1
.
to be changed. Public school parents now call for change by
Business
1
1
1
2
Other
8
4
7
7
a 53% to 46% margin. Groups most Skely to feel the need for
Don't know
1
2
,
2
change include nonwhites (65%). 18- to 29-year-olds (64%),
and clerical and sales personnel (65%),
*Lets than one-hall of 1%.
52 PHI DELTA KAPPAN
Illustration by Fred Bell
08/25/97 MON 10:38 FAX 812 339 0018
PHI DELTA KAPPA
014
Placement of the Gifted and Talented
The Role of Interscholastic Sports
Whether students who are judged to be gifted and talented
Previous polls have not deah extensively with the role of in-
should be placed in separate classes is an issue that has im-
terscholastic sports in the school program. However, this year's
plications beyond what is good for gifted and talented students.
poll included three questions. The first asked about the em-
There are those who argue that removing the gitted and tai-
phasis placed on such sports as football and basketball. Asmall
ented from the regular classroom eliminates important role
majority (53%) of the public believes that the current empha-
models and results in lower performance on the part of those
sis is about right. However, 39% feel there is too much em-
remaining in the regular classroom. with this in mind, poll plan-
phasis. Public school parents (58%) are a tittle more inclined
ners included a question on the topic in this year's poll. A small
than the average to think the present emphasis is appropriate.
majority (52%) of the public supports the placement of gifted
In a follow-up question. there was virtual unanimity (96%)
and talented students in separate classes. This response takes
on the question of requiring minimum grades and school at-
added significance from the fact that 66% of poll respondents
tendance for participation in sports. When asked how high that
also said they Delieve that grouping students according to abli-
minimum should be, 95% would require & grade-point average
ky will improve student achievement a great deal or quite a lot
of C or higher. Men and women tend to take a elightly different
(see pages 43-44).
view, with only 35% of men suggesting B minimum of an A or
The question:
a B while 51% of women would require these higher grades.
The first question:
How do you feel about the placement of gifted and
talented students in the local public schools? In your
What 16 your opinion about the way sports, such
opinion, should gifted and talented students be
as football and basketball, are handled In the public
placed In the same classes as other students, or
schools in your community? Do you feel that there
should they be placed in separate classes?
is too much emphasis on sports, not enough em-
phasis on sports, or about the right amount of em-
Public
Nonpublic
National
No Children
School
School
phasis In the local schools?
Totals
in School
Parents
Parents
Public Nonpublic
%
%
%
%
National
No Children
School
School
Placed in the same classes
"
as
44
"
Totals
in School
Parents
Parents
Placed in separate classes
52
61
52
51
of
%
%
%
Don't know
4
5
4
5
Too much emphasis
39
G
y
36
Not enough emphasis
5
4
7
e
About right amount
$3
so
58
54
Importance of Extracurricular Activities
Don't know
3
3
2
2
The importance of extracurricular activities has been explored
in previous pplis. In 1978, 45% of the public judged extracurric-
The second question:
ular activities Ro be very important. That figure fell to 31% in 1984,
rose to 39% in 1985, and then jumped to 63% in this year's poll.
Do you feel that high school students who par-
Percentagesivary only a little among the groups sampled.
ticipate In sports should or should not be required
The question:
to maintain 8 minimum grade-point average and
school attendance record in order to participate in
I'd like your opinion about extracurricular activi-
Interscholastic sports?
ties such as the school band, dramatics, sports, and
Public Nonpubile
the school newspaper. How Important are these 10 a
National
No Children
School
School
Totals
in School
Perents
Parents
young person's education - very Important, fairly
⑇
%
r
%
Important, not 100 Important, or not at all Important?
Should be required
96
96
96
99
Public
Should not be required
3
9
4
1
Nonpublic
Don't know
1
1
National
No Children
School
School
Totals
in School
Parents
Parents
"Lass than one-half of 1%.
%
%
%
%
Very important
53
B4
02
58
The third question:
Fairly Important
27
%
20
37
Not too Important
0
B
7
5
Not at all important
2
2
2
-
What average grade do you think should be re-
Don't know
.
.
.
.
quired for participation in Interscholastic sports?
Public Nonpublic
"LEBS than ano-half of 1%.
National
No Children
School
School
Totals
in School
Parents
Parents
National Totals
1997
1985
1604
1978
#
%
%
%
%
%
%
%
A
5
3
2
4
Very Important
3
39
31
45
B
41
42
41
30
Painty important
27
69
46
40
C
52
51
55
59
Not too important
5
14
16
o
D
2
2
1
5
Not at all important
2
3
4
s
FAIL
.
.
-
Don't know
3
1
2
Don't know
2
2
.
2
*LESS than one-half of 1%.
"LOSE than one-half of 1%.
SEPTEMBER 1997
53
08/23/97 MON 10:38 FAX 812 339 0018
PHI DELTA KAPPA
015
The second question:
Dealing with Drugs and
Weapons in School
Some public schools have 8 so-called zero-toler.
ance drug and alcohol policy, which means that pos-
The public continues to believe that drugs and weapons in
session of any Illegal drugs or alcohol by students
school are major problems for the public schools. Although
will result in automatic suspension. Would you fa-
school personnel in most situations do not Delieve these prob-
voir or oppose such a policy In the public schools in
tems are as severe as the public does, schoolpeople must
your community?
nonetheless deal with the public's concern. The first of three
drug-related questions in this poll sought to find out how sat-
Public
Nonpublic
National
No Children
School
School
isfied people are with steps being taken to deal with the drug
Totals
in School
Perents
Parents
problem in their local schools, Perhaps surprisingly, 53% Indi-
%
%
%
%
cate they are either very or somewhat satisfied. The level of
Favor
"
84
BD
8
satisfaction rises to 65% for public school parents and to 60%
Oppose
13
16
-
10
,
for rural residents. However, a falls to 45% for urban residents.
Don't know
1
1
1
The second question dealt with "zero tolerance" policies
"LESS than ane-half of 1%.
calling for automatic suspension of students carrying drugs or
alcohol into school. Support for such policies is strong. Eighty-
six peroent say they support such policies, and this level of
The third question:
support is consistent among all groups.
Respondents were also asked whether they feel an edu-
In your opinion, which Is more effective for deal-
cational approach or severe penalties offer the best means of
Ing with adrug problem In the public schools In your
community-ar educational approach, pointing out
the consequences of drug use, or severe penalties
for those violating the school drug policy?
Public
Nonpublic
National
No Children
School
School
Totals
in School
Parents
Parents
%
%
%
%
Educational approach
52
52
M
as
Severe penalties
02
41
c
49
Don't know
e
7
4
7
The fourth question:
Some public schools have a so-called zero toler-
ance weapons policy, which means that students
dealing with the drug problem. A small majority (52%) prefers
found carrying weapons of any kind in school will
an educational approach. while 42% favor severe penalties.
be automatically suspended. Would you favor or op-
These percentages vary little across groups.
pose such a policy In the public schools in your com-
Many schools also have "zero tolerance" policies that call
munity?
for automatic suspension of students who bring weapons to
school. Such policies gamered media attention when authori-
Public Nonpubile
ties suspended a student for bring a nail file to school, Ro-
National
No Children
School
School
gardless of difficulties in application, support for such policies
Totals
in School
Parents
Parents
%
%
%
%
is very strong. Ninety-three percent of poll respondents ex-
press support. and that support is consistent among all groups.
Favor
B
B
95
91
Oppose
Б
6
4
o
The first question:
Don't know
8
2
1
How satisfied are you yourself with the steps be-
"Lass than cre-half of 1%.
ing taken to deal with the use of drugs in the public
schools In your community- very satisfied, some-
what setisfied, not very satisfied, or not at all actis-
Financing the Public Schools
fied?
From time to time, the Phi Delta Kappa/Gallup polls have
Public
Nonpublic
surveyed public anitudes regarding school finance, The first
National
No Children
School
School
question on that topic this year repeated one asked in 1986
Totals
in School
Parents
Parents
concerning the source of taxes used to finance the public
%
R
%
%
schools. in findings remarkably similar to those in the 1986 poll,
Very substied
17
13
25
11
27% expressed a preference for local property taxes. 34% for
Somewhat setisfied
$6
35
40
35
Not very natisfied
22
24
17
22
state taxes, and 30% for taxes from the federal government.
Not at all satisfied
20
21
17
17
There is certainly no consensus. The two groups that do take
Don't know
5
7
1
6
a majority position in favor of federal funding are blacks (66%)
54
PHI DELTA KAPPAN
Illustration by Fred Bell
08/25/97 MON 10:38 FAX 812 339 0018
PHI DELTA KAPPA
016
and nonwhites (64%).
in a second question respondents were reminded that the
Composition of the Sample
local property tax is the main source for financing the public
Adults
%
schools and were asked whether they would prefer to change
No children in school
as
to a local income tax system as the principal source of public
Public school parents
4
school funds in their community. Once again, there is no con-
Nonpublic school parents
7"
sensus: 43% favor changing to a local income tax system. while
"Total exceeds 100% because some parents have children attending more
48% oppose R This lack of consensus characterizes all groups
than one kind of school
surveyed.
Public School
The first question:
National
Parents
Gender
%
%
There is always a lot of discussion about the best
Men
46
G
way to finance the public schools. Which do you
Women
54
87
think is the best way to finance the public schools
Race
by means of local property taxes, by state taxes,
White
85
80
Nonwhits
13
or by taxes from the federal government in Wash-
15
Black
I
"
ington?
Undesignated
2
2
Age
Public
Nonpublic
16-29 years
22
12
National
No Children
School
School
20-49 years
44
75
Totals
in School
Persits
Perents
50 and over
39
12
V7 "BS
YY
'M
'97
'86
87
X
Undesignated
1
1
% %
%
%
%
%
%
%
Education
Local property taxes 27
24
90
22
22
28
s2
22
Total college
56
47
State taxes
34
R
as
S4
32
92
20
36
College graduate
22
16
Federal taxes
so 24
26
23
37
20
36
22
Don't know
9 19
College Incomplete
Я
31
9
21
.
12
4
20
Total high achool
44
2
High school graduate
$1
as
High school Incomplete
13
20
The second question:
Undesignised
Income
At the present time, local property taxes are the
$50,000 and over
so
32
main source for financing the public schools in most
$40,000 and over
42
45
states. Thinking about your own community, would
$30,000-$59,299
14
14
you favor or oppose changing the local property tax
$20.000-$29,999
16
13
Under $20,000
20
20
system to a local Income tax system as the princt
Undesignated
0
5
pal way to finance the local public schools?
Region
CAR
B4
22
Public
Nonpubile
bildwest
25
20
National
No Children
School
School
South
30
30
Totals
in School
Parents
Personal
West
21
20
%
%
%
%
Community Size
Fever
a
a
67
39
Urban
28
26
Oppose
48
49
"
51
Suburban
48
48
Don't know
0
a
0
10
Runal
24
25
Undesignated
"Last than one-half of 1%.
Research Procedure
The Sample. The sample used 111 this survey embraced 3 total of 1,517
addits (18 years of age and older. including 1,617 patents 01 public action
shildren The sample of public school parents W.P. interested to 1.01i inter
Design of the Sample
views the year from the 500 interviews customerily used. The increased
cample 3:25 permis analysis and reporting of findings 101 subgroups within
For the 1997 survey the Gasup Organization used a standard national -
If enational unlicached parent population A description of the sample and
phone sample, i.e., an unclustered. directory-assisted, Tandom-dight telephone
methodology tin or found at me ing of the copon
sample, based on a proportionate stratfied sampting design.
Time of interviewing inc Reldwork to the Fludy nas conducted during
The random-digin aspect of the sample was used to avoid "listing" blas. No.
the DENDE 01 3 June to 22 June 1937
merous studies have shown that households with unlisted telephone numbers
Tnc Report In THE tables UTED in this report. "Nonpublic School Parents*
are different in Important ways from licted households. "Unilstedness" is due to
includes purents of students who arrend personal schools and parents of
household mobility or to customer requests to prevent publication of the felo-
students who stend private (1) independent schools
phone number.
Due allowance must be made for manshcal variation, expecially in the
To avoid this source of blas, a rendom-dight procedure designed to provide
cl bruf DOG for groups consisting c: relatively tow respondents,
representation of both licted and unlisted (Including not-yot-isted) numbers was
nonpublic senect parents
used.
The 1.00mgs of this report apply only 10 me U.S. as a whole and not 10
Telephone numbers for the continental United States were mratified into four
individual Communities Local GUNDAYS. using the - questions can 60
regions of the country and, within each region. further strattied into use size-
connucted to determine now areas compare WIS the national narm.
of-community street.
Only wanting banks of telephone numbers were astected. Eliminating non-
working banks from the sample increased the Ekellhood that any sample tole-
SEPTEMBER 1997
55
08/25/97 MON 10:38 FAX 812 339 0018
PHI DELTA KAPPA
017
phone number would be associated with B residence.
The table would be used in the following manner. Let us say that a reported
The sample of telephone numbers produced by the described method is rep-
percentage is B for & group that includes 1,000 respondents. we go to the TOW
resentative of at telephone households within the continerzal United States.
for percentages near 30° in the table and across to the column headed "1,000."
Within each contacted household, an interview was sought with the young.
The number at this point in 4. which means that the 33% obtained in the mam-
est man 18 years of age of older who was at home. If no man was home, an in.
pie is subject 10 a sampling enor of plus or minus four points. in other words, n
terview was sought with the older woman at home. This method of respondent
is very probable (95 changes out of 100) the The true figure would be some-
selection within hquseholds produced an age distribution by sex that closely ap-
where between 29% and 37%, wish The most tikely figure the 33% obtained.
proximates the age distribution by sex of the total population.
in comparing aurvey results in two samples. such as, for example, men and
Up to three calls were made to each relected selephone number to complete
women, the question arises as to now large a difference between them must be
an Interview The time of day and the day of the week for caltbacks were varied
before one can be reasonably sure that it reties a real difference, in the tables
so as to maximize the chances of finding & respondent a name. All interviews
below, the number of points that must be allowed for in such compartsons is in-
were conducted on weekends or weekday evenings in order to contact poten-
dicaned. Two tables are provided. One is for percentages near 20 or 80; the oth-
to respondents among the working population.
or, for percentages near 50, For percentages in between. the arror to be BROWED
The and sample was weighted so that the distribution of the sample matched
for lies between those shown in the TWO tables.
current extimates derived from the U.S. Census Bureau's Current Population
Survey (CPS) for the adult population living in telephone housaholda in the con-
enental U.S.
Recommended Allowance for Sampling Error of the Difference
As has been no Case in recent years in the PN Date Kappa/Gelkup poli so.
in Percentage Painte
ries. parents of public school children were oversampled in the 1997 poll, This
I 1 180 & S
procedure produced a arge enough sample to ensure that findings reported for
TABLE A
"public school parents' are statistically significant (see Research Procedure).
Purcentages neer 20 or percentages near so
Eize of Sample
1,500 1,000 760 800 400 200
1,500
4
1,000
4
6
750
5
5
5
600
5
5
6
6
Conducting Your Own Poll
400
1
6
c
6
7
7
R
a
8
D
0
9
10
The PM Deta Mappa Certer for Professional Development and Services
makes available PACE (Polling Annudes of the Community on Education)
materials ID enable nonspecialists to conduct scientic polls of attitude and
TABLE B
Percentages near so
opinion on education. The PACE manual provides detailed information on
Size of Sample
1,500
1,000
750
600
400
200
constructing questionnaires. c-ampling. informewing. and analyzing data. "
1,500
5
also includes updated canals figuresand now material on conducting a trie.
1,000
5
e
phono survey The price 15 SSS. For information about using FACE main
750
6
6
7
als. wnfc or phone Philip Hards at PM Dollo Kappa. PO. Box 783. Bloom
500
6
7
7
7
ington. IN 47402-0789 FT 600/766-1150
400
7
D
e
a
9
200
10
10
10
10
11
13
The chances are 96 in 100 that the sampling arrof is nex targer than the ag.
ures shown.
Here is an example of how the tables would be used: Let us say that 50%
of men respond a censin way and 40% of woman respond that way also, for a
Sampling Tolerances
difference of 10 percentage points between them. Can we say with any assur-
ance that the 10-point difference reflects a real difference between men and
in interpreting survey results. k should be Dome in mind that atl sample sur-
woman on the question? Let us consider a sample that comeins approximately
vers are subject to sampling error, i.e., the extent to which the results may an-
750 men and 750 women.
for from what would be obtained if the whole population surveyed had been in-
Since the percentages are near 50. we consuk Table B. and. since the MO
taiviewed. The size of such sampling error depends largely on the number of in-
samples are about 750 persons each we look for the number in the column
serviews.
headed 750," which is also in the TOW designated 750.- we find the number 7
The following tables may be used in estimating the sampting error of any
here. This means that the allowance for error should be seven points and that,
percentage in this report. The computed allowances have taken into account the
in concluding that the percentage among men is somewhere between three and
affect of the sample design upon sampling ENTOR. They may be interpreted as in-
17 points higher man the percentage among women, - should DO wrong only
dicating the range (plus or minus the sigure shown) when which the results of
about 5% of the time, in other words, we can conclude with considerable conti-
repeated samplings in the tisms time period could be expected TO vary 95% of
dence that a difference exitts in the direction observed and that h amounts to at
the time. assumling the same sampling procedure. the same interviewers. and
least three percentage points,
the sene questionnaire.
M. in another case, men's responses amount to 22%. say. and women's to
The first table shows now much allowance should be made for the sampling
24%. we consult Table A. because mass percentages are near 20. We look in
error of a percentage:
the column headed "750" and see that the number is 5. actiously, than, the -
point difference is inconclusive.
Recommended Allowance for Sampling Error of 8 Percentage
in Percentage Polms
(at 95 in 100 confidence levelle
How to Order the Pull
Sample Size
1,500
1,000
750
500
400
200
100
The minimum for repunts of the published version of me Pni Delia
Percentages near 10
2
2
5
3
4
Б
.
Kappa/Galiun education poll 1% 35 copies for 310 Additional copies are 25
Permentages near 20
9
3
4
4
5
7
10
cents each This price includes Design for delivery (at the library rate)
Percentages near so
3
4
a
5
6
0
12
where possible, enclose check or maney order Address your order to Phi
Percentages near 40
3
4
5
5
6
9
12
Della Kappa. P.O. Bor 787. Blassington IN 47402 Ph 000756-1155
Percentages near 50
3
4
s
5
6
8
13
II factor delivery = desired. do not include a include with your order
Percentages near 60
3
4
5
5
6
9
12
YOU will be billed 31 the above rater plus any additional COFF involved in the
Percentages near 70
3
4
4
5
6
0
12
method of delivery Persons who with to cider the document that
Percentages near 80
3
3
4
4
s
7
10
IS one Dasis of this report should contact PM Data Kappa. PO Doz 780,
Percentages near 90
2
2
3
3
a
5
8
Binamington, IN 1702. Ph. 800.760.1126 The price 15 595. postage 11.
The changes are 95 in 100 that the sampling error is not larger man the bg
cluded.
uses shown.
56 PHI DELTA KAPPAN
THE WHITE HOUSE
WASHINGTON
Bill,
This has some
interesty, negative
stuff m pape educator
professors' attitudes
towards te story
Just in case ct. you
hadn't seen
Juna
-
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
DIFFERENT DRUMMERS
How Teachers of Teachers
View Public Education
A REPORT FROM PUBLIC AGENDA
PUBLIC AGENDA
6 EAST 39TH STREET
NEW YORK, NY 10016
TEL 212.686.6610
FAX 212.889.3461
www.publicagenda.org
Price: $10.00
Schools given good marks
COVER STORY
USA Today, May 13, 1996, P.
with college degrees); 91% of
Poll finds mix
elementary school students
give their teachers an A or B;
90% of parents think schools
provide a safe environment for
their children; and 83% of par-
of good, bad
ents say they would recom-
mend their child's school to
other parents.
52% of parents feel they
and mediocre
But in the complex picture
don't have an opportunity for
that emerges from the mounds
input into their school system's
of data, dissatisfaction surfaces
budget process. But then again,
as well:
74% of parents say they have
Parents'
By Dennis Kelly
From the time students
not attended a school board
USA TODAY
move from elementary into
meeting in the last year.
satisfaction
secondary school, satisfaction
Ask U.S. parents what they
levels of parents and students
Students feel safe
decreases as
think of the public schools
drop noticeably. For instance,
their children attend and
the percent of parents who
Responses from students of-
kids grow up
they're ready to put them on
give a grade of A or A- to how
fer a window on real life in
the honor roll: 75% grade their
well schools communicate and
schools. Again, it's a complex
and schools
schools A or B, finds a new
keep parents involved drops
picture.
education poll conducted for
from 48% in grades K-2 to 20%
Media images of guns,
get bigger
USA TODAY.
in grades 9-12.
knives and fights pervading
But parents also hand out a
"It's very bureaucratically
school hallways notwithstand-
few warning notices. They
organized (at the upper lev-
ing, only 9% of secondary stu-
don't think they get enough input into school budgets or the
els)," says Dianne Cittadino of
dents say they feel unsafe
selection of their children's teachers, and they say school
Miami Shores, Fla. "There
while in school.
boards need to improve the ways they handle discipline.
seems to be a lot more empha-
But they have other con-
And if they could afford it, almost half would send their
sis on rules and regulations.
cerns:
kids to private or parochial schools.
Every week there are new
33% say they're feeling too
Indeed, the nation and its educators will take a mix of
rules and regulations."
much pressure to compete for
Despite generally high rat-
good grades, and 30% admit
messages from the ground-
ings for schools overall, 47% of
they've cheated on an exam or
breaking poll, an attempt to
parents said they would ship
a paper.
measure delivery of service in
their children off to private or
Many say their homework
schools on a national scale.
parochial school if they could
is uninteresting They're most
While other surveys have
afford it.
likely to say that for math
sought opinions of all U.S.
Jody Stradford, a parent in
(56%) and least likely for Eng-
adults on quality of education
Tucson, Ariz, thinks discipline
lish (45%).
or on issues such as tax vouch-
and academics have a lot to do
"I'm not surprised," says De-
ers, this poll - commissioned
with the response.
nis Doyle, senior fellow at the
by USA TODAY and conducted
"I think the (private school)
conservative Heritage Founda-
by the Gordon S. Black of
kids are required to maintain
tion. "(Educator) Ted Sizer
Rochester, N.Y. - targeted
standards in grades and behav-
says one thing that unites all
those closest to the system -
ior," she says. And public
kids across the country is that
students and their parents.
schools? "Oh, God. They do
they're bored."
The public has already sig-
whatever the hell they want in
Students confess they
naled that education will be
public school."
could be doing more home-
key in this year's presidential
But Claire Althoff of Moore-
work. Almost half, 47%, think
election. A January USA TO-
ton, N.D., takes a different
they should be doing an hour
DAY/CNN/Gallup poll found
view.
or more of homework nightly,
more people, 67%, named edu-
"There are good teachers in
but only 31% say they do.
cation a high priority than
public schools and good teach-
But even for students who do
named crime or the economy.
ers in parochial schools. I just
work hard, problems arise:
don't think sending kids to a pa-
33% of secondary school stu-
Teachers lauded
rochial school is going to guar-
dents say it's not popular to get
antee any better education,"
Educators will find some
she says.
numbers to celebrate in this
newest poll For instance, 73%
More
say the academic standards in
schools are about right (those
who disagree most are parents
COVER STORY
continued
good-grades in school.
"I think there's a strain in
High school slide
the youngster is disciplined in a
our culture that says the impor-
way that the youngster or par-
tant thing is to be pretty and to
For parents, an overriding
ent doesn't like. So when that
be good athletes and to make a
theme from the poll is that they
parent is polled, they will give
lot of money," says former as-
are less happy in their chil-
a lower score."
sistant education secretary
dren's secondary school years
Timothy Dyer, executive di-
Diane Ravitch. "But being
than when the kids were in ele-
rector of the National Associa-
smart is somehow not such a
mentary school.
tion of Secondary School Prin-
good thing They really don't
That confirms what experts
cipals, says the impersonal
make any connection between
have long argued about the
nature of secondary schools
someone who's smart and
problematic structure of U.S.
was recognized in his group's
someone who's successful.
middle, junior high and high
Breaking Ranks report last
"They might admire a wom-
schools - that they're too big,
an who's a Nobel-prize winning
that parents lose the close con-
February. The report proposed
of the education system, it
scientist, but it never occurs to
tact they had with their child's
that high schools should be no
went downhill from there."
them that when the woman
teacher in elementary school
larger than 600 students and
Parents would be happier
was a teen-ager, she worked
and that the students don't feel
that teachers should have to
in general if they felt they had
really hard and got good
like they're connected enough
see no more than 90 students in
more control: 51% say they
grades."
with any caring adult.
a day. What's closer to reality
don't have enough voice in the
As their kids move into later
for teachers is 120 to 150 stu-
selection of their child's teach-
Daniel Hammond gets A's
grades, the poll shows, parents
dents a day.
er, and 29% say schools need
and B's as a 10th grader in Lou-
become less and less happy
"Middle schools and high
improvement in communicat-
isville. He says he doesn't get
with the availability of parent-
schools are very large, and
ing with parents when their
teased much, but he's seen lots
teacher conferences, with how
we've done that for economic
children are having problems.
of other students who do.
well schools communicate
reasons," Dyer says. "So to re-
Terry Peterson, senior coun-
"I think it's not really jealou-
when their child has a prob-
verse that, schools have to
selor to Education Secretary
sy," he says. "It's somebody
lem, and with the individual at-
work hard at changing and in-
Richard Riley, says the poll
who's different and they can't
creasing personalization (with
numbers reflect what he sees
tolerate it, no matter what. If
tention kids get from teachers.
students). Those kinds of things
when he visits communities.
you're different, they'll start
Elementary students them-
will help dent that image."
"In general, people feel like
picking on you for no reason."
selves (70%) are more likely to
their schools are doing a pretty
As for the kids who do the
say their teachers deserve an A
Discipline concerns
good job, but they want them to
teasing, "They're jerks," he
or A- than are the secondary
improve," he says. "They want
says.
students (37%).
Other parental concerns ex-
more individualization, more
Most students are getting de-
That's no surprise to Joyce
pressed in the poll:
personalization. That shows up
cent grades, but it doesn't
Epstein, who has seen a similar
43% say they have prob-
throughout the survey."
mean they always feel good
pattern in the research she's
lems with how well their
Gordon Black says surveys
about themselves. When asked
done as co-director of the Cen-
school boards develop ways to
like these should be used as
whether they "ever feel like a
ter on Families, Communities,
maintain discipline.
guides to improvement rather
failure at school," 31% of ele-
Schools and Children's Learn-
"I really feel that behavior is
than public-relations docu-
ing based at Johns Hopkins
out of control in this school,"
ments.
mentary school students and
University in Baltimore.
says parent Lynn Bly, Cedar
"We're not saying schools
38% of those in secondary
"A lot of times people will
Rapids, Iowa. "I feel like kids
are terrible; actually, the data
school answered yes.
talk about how excited and cu-
are threatened all the time, but
show the grade schools are
Eileen Shiff, who teaches
rious and energized kindergar-
there is no real punishment
pretty good," he says. The satis-
child and family study classes
ten kids are when they enter
that really hurts that would
faction level for grade schools
at Glendale Community Col-
school - and they really are,"
make the kids really want to
- 8 on a 10-point scale -
lege, Glendale, Ariz. and is a
Epstein says. "They haven't
stop."
"compares favorably with
member of USA TODAY's Par-
had any questions raised they
37% of parents say that
most private-sector compa-
enting Panel, says teachers
can't answer, and all things are
public schools could do a better
nies," he says.
"tend to focus on what's wrong
possible.
job training children in ethical
But the numbers that show
and not what's right. So a child
"But the reality is that as
and moral values that are con-
problems at various grade lev-
may have gotten an A on a
time goes by in school
sistent with their own family
els can affect student satisfac-
math paper, but what's on the
youngsters will meet up with
values.
tion and even behavior, he
paper are seven X's rather
difficulties. Parents will meet
"It started with the separa-
says.
than all the correct marks."
up with questions that can't be
tion of church and state," says
"If you want to improve,"
answered or they wish their
Lori Gradillas of Hesperia,
Black says, "that is what you're
children were more appreciat-
Calif. "Once they took God out
going to have to focus on."
ed for the skills they have
or
More
6.
USA Today, May 13, 1996, P. 8
Students doing better on SATs
910
SAT scores are trending upward:
910
More students take
tougher courses
1962
900
High school students:
1992
Geometry
48%
890
70%
Trigonometry
12%
21%
880
Calculus
4%
10%
0
1985
1990
Biology
79%
1980
1995
93%
Source The College Board
By Sury Parker. USA TODAY
Chemistry
32%
58%
Physics
14%
25%
Math, science scores up
Remedial math
33%
Source U.S
Department of
National average scores of students ages 9.
17%
Education
13 and 17 on math and science proficiency
tests by National Assessment of Educational
By Gary Visgares USA TODAY
Progress. (Scores on scale of 0-500.)
9-year-olds
219
Math
82
238
'92
Science
221
239
9-year-olds
200
Math
273
Science
250
258
9-year-olds
208
Math
307
Science
283
294
By Sam Ward. USA TODAY
5
USA Today, May 13, 1996, P-2
USA Today, May 13, 1996, P.|
Poll finds many
constants for kids
How this
report was
By Dennis Kelly
Now he watches trends in
USA TODAY
men's health, not education.
But he still thinks kids don't
produced
With the education poll
know how good they have it,
out today, USA TODAY has
especially when it comes to
Early this year, USA TO-
committed considerable re-
school food.
DAY began a major effort
sources to bring readers the
"I grew up in Maine," he
to find out how well Ameri-
most up-to-date findings
says. "They would take a
ca's public school system is
about how young people
piece of bologna and fry it
working. Result a ground-
feel about their schools.
You know what happens
breaking survey of more
But some questions could
when they fry it? It turns
than 1,200 students and
have been asked two gener-
into a kind of cup-shaped
1,500 of their parents that
ations ago and gotten the
thing And then they would
has produced what Chester
same answer. Among sec-
put a scoop of mashed pota-
Finn, one of the nation's
ondary school students:
toes in the cup.
leading experts on educa-
65% say gossip is a seri-
"Kids today, they got piz-
tion research, calls "an awe-
ous problem.
zas, they got hamburgers -
some trove of information."
56% don't think math
they don't know from bad
The mail surveys includ-
homework is interesting
school food," he says.
ed nearly 200 questions for
54% don't like the food
"Stewed prunes. We had
secondary students, more
served in the lunchroom.
a lot of stewed prunes. They
than 80 questions for ele-
53% find school assem-
probably don't see that a
mentary students (grades 3
blies uninteresting
lot"
through 5) and more than
50% say the air tem-
Nor is he impressed that
100 questions for the stu-
perature in class is usually
kids don't like assemblies.
dents' parents.
uncomfortable.
"Come on. This is to pre-
The Gordon S. Black
43% say the restrooms
pare them for life, to pre-
Corp. of Rochester, N.Y.,
aren't clean.
pare them for meetings.
conducted the poll from
"Sounds pretty familiar,
They're not supposed to be
March 25 to May 6. It has a
doesn't it?" agrees Michael
interesting."
margin of error of 3 per-
Lafavore, executive editor,
Lafavore says the results
centage points for parents,
Men's Health magazine. He
show "kids never change.
all students, and secondary
was in elementary school in
They're always basically
students; and 5 points for el-
the '50s and remembers
dissatisfied. I mean, school's
ementary students.
that he was "a terrible stu-
a bummer. I don't think
The survey, which ranges
dent."
that's changed for eons."
from cafeteria food to is-
sues of safety and disci-
pline, covers 10 basic as-
pects of public education:
school atmosphere, budget
process, the board of educa-
tion, the superintendent,
school curriculum, com-
munication/involvement,
school buses, equipment/fa-
cilities, principal/adminis-
tration and teachers.
Finn, a former assistant
secretary of Education, de-
scribed the survey as "the
largest, and in its way, rich-
est collection of education-
customer survey data I can
recall seeing. It gets into
some things that I've never
seen asked."
For information on ob-
taining reports from the sur-
vey, contact Gordon S.
Black Corp., 1-800-866-7655.
More
40.
USA Today, May 13, 1996, P. 14
U.S. schools can't teach?
Don't believe the myths
It's time to set the record straight.
Schools have been getting a bad rap over
SAT bashers will say those numbers are
the past decade or so, fueled by some
meaningless. They say the SAT doesn't
myths that have been around so long
measure what students learn, merely their
they're often accepted as fact.
ability to do college work. OK, look at
Part of the public already knows the
some other tests.
truth, or at least senses it. A USA TODAY
The National Assessment of Educational
survey out today shows most parents and
Progress is a federally funded effort to test
students are pleased: 73% are satisfied with
students' proficiency at three age levels in a
their schools' academic standards, and 83%
wide range of subjects. The chart below
would recommend their schools to others.
shows how science and math scores are up
That ech-
- at ages 9, 13 and 17 since 1982.
oes a long
A quest for
Emerson Elliott, longtime statistics guru
series of an-
Excellence
in the U.S. Education Department, says the
nual polls in
increases for 17-year-olds are "roughly
which folks
equivalent to an additional year or two of
say their lo-
learning in high school"
cal schools are great, but schools nationally
Ten years ago, a science score of 315
are pretty bad.
would put a student in the nation's top
There is some bad news driving that per-
10%. Today it takes a 327.
ception. Drugs, dropouts, guns - the inci-
dents one often reads about or sees on TV.
Myth: Students aren't learning what
But they obscure a far more encouraging
they need to know.
and quantifiable long-term trend.
This cry was loud in the early '80s. In an
Test scores show students are learning
endless stream of reports and conferences,
more. They're taking tougher courses. Few-
business leaders told schools their gradu-
er need remedial work. Even fewer are
ates were not employable and that they
dropping out. And they're piling up medals
were lacking too many vital skills. That's
in international competitions.
why businesses took a key role in the re-
The myths that say otherwise took root
forms that followed and remain active in
in the early 1980s when the landmark re-
school improvements today.
port, "A Nation at Risk," painted a bleak
The complaint is still heard, but not as
portrait of public education. In the 13 years
since "Risk," serious reform has occurred.
loudly or as frequently. And if students
Facts in 1983 evolved into myths of 1996.
aren't getting what they need from school,
it's not because they aren't trying. The
Myth: Plunging SAT scotes show
chart above shows the dramatic increase in
schools aren't doing the job.
students taking tough courses - trigonom-
In 1983, SAT scores had been dropping
etry, calculus, physics - since 1982.
for a decade. In the 1990s, they are rising.
The parallel good news, in numbers
National average score for the class of 1995
crunched by the Education Department, is
was 910, the highest since 1974. The aver-
that the percentage of students needing re-
age is up 14 points since 1990.
medial math has been cut almost in half
Those increases are occurring as more
from 33% to 17% since 1982.
students each year take the SAT. And test-
ing experts say when more people take a
More
test, the average score should go down.
T1.
U.S. schools can't teach?
Don't believe the myths
continued
Myth: Schools are unsafe.
True, our students don't fare as well in
Yes, violence occurs. Students have been
comparisons of math and science skills, but
known to pack weapons and, occasionally,
that's more like apples and oranges. In
use them. In many schools, tighter security
many other countries, students not heading
is in place. A National Center for School
for higher education are tracked into differ-
Violence has been born to help administra-
ent school systems and don't take the inter-
tors deal with it.
national math and science tests. It's all of
It might be exaggeration to say the vio-
us against the best of them.
lence is isolated; but, when you ask the peo-
In head-to-head competition with the
ple who know best, a tiny minority is affect-
rest of the world - best vs. best - U.S.
ed by it. In today's USA TODAY survey,
students win their share. Last summer, our
just 9% of all high school students say they
team placed second in the International
feel unsafe in school; 8% feel unsafe walk-
Physics Olympiad in Melbourne.
ing to school; 6% have stayed away from
None of this is to say U.S. schools don't
school because they felt personal danger.
need improvement. Many still employ
That leaves 90%-plus who feel safe at
some teachers who put in time to get a pay-
school. And that's high school. For elemen-
check, caring little what happens to the
tary school students, the feel-safe percent-
young minds in their care. They still have
ages are higher.
turf-conscious principals who refuse to al-
low parents to become involved in their
Myth: Our students are far behind the
schools for fear they'll lose control.
rest of the world.
They still have drugs and violence and
How do you feel about seventh place in a
dropouts. They still have students para-
30-team league? In the NBA, that's good
lyzed by apathy who would rather be any-
enough for the playoffs. In a 1992 assess-
where but in the classroom.
ment of reading literacy among students of
The biggest myth is that these negatives
30 countries, U.S. kids finished seventh.
are dominant. Parents and students re-
(France was first.)
sponding to the USA TODAY survey - a
statistically valid sample of the entire pop-
ulation - make it clear that, in their
schools, good things are happening.
Schools have improved since 1983. They
still have room for much more improve-
ment. Let's dispel the myths, then get on
with making schools better.
THE HENRY J.
KAISER
FAMILY
FOUNDATION
The Washington Post/
Kaiser Family Foundation/
Harvard University Survey Project
1996
-- Why Don't Americans Trust The Government? --
2400 SAND HILL ROAD
MENLO PARK, CALIFORNIA 94025
415 854-9400
FAX 415 854-4800
WASHINGTON, DC OFFICE: 1450 G STREET, NW, SUITE 250 WASHINGTON, DC 20005 202 347-5270 FAX 202 347-5274
Methodology
This survey is the second in a series from a joint project by The Washington Post, the Henry J.
Kaiser Family Foundation and Harvard University. The survey was designed and analyzed by all
three partners and conducted by Princeton Survey Research Associates. Telephone interviews of
1,514 random-sample adults were conducted nationwide from November 28 through December 4,
1995. The margin error in the nationwide sample is plus or minus 3 percentage points.
The Washington Post/Kaiser Family Foundation/Harvard University Survey Project
1995-1996
The Washington Post/Kaiser Family Foundation/Harvard University Survey Project is a three-way
partnership and an experiment in combining survey research and reporting to better inform the
public. The Post, Kaiser, and Harvard jointly design and analyze surveys examining public
knowledge, perceptions, and misperceptions on major issues. The Post then reports the results as
well as the facts to dispel myths and correct misperceptions. We hope this project contributes to
a better understanding of public knowledge on major issues facing the country, and to more
effective efforts by the media to educate, inform, and engage citizens in national debates.
The first report released by the Kaiser Family Foundation, The Four Americas: Government and
Social Policy Through the Eye's of America's Multi-racial and Multi-ethnic Society, expands on
coverage in The Washington Post of the first survey focusing on the perspectives of different
racial and ethnic groups with regard to social policy and the role of government in America. The
findings show the different perceptions that America's racial and ethnic groups have of the social
and economic standing of the other groups. It also shows how white American's misperceptions
about the social and economic realities facing African Americans relate directly to their views and
opinions on public policies and aid to minorities. Copies of this report are available through the
Kaiser Family Foundation publications request line at 1-800-656-4KFF.
This second survey, released by The Washington Post on Sunday, January 28, 1996 examines
public understanding, perceptions and attitudes about the role of government. It aims to shed
light on why Americans are so distrustful and cynical about the federal government and its abilities
to act effectively. The following is a report of the actual questions and national topline data from
this survey. A full, analytical report with narrative describing the main findings from this survey
will be available shortly through the Kaiser Family Foundation publications request line.
The Kaiser Family Foundation, based in Menlo Park, California, is a non-profit, independent
national health care philanthropy and is not associated with Kaiser Permanente or Kaiser
Industries. The Foundation's work is focused on four main areas: health policy, reproductive
health, HIV policy and health and development in South Africa.
Why Don't Americans Trust The Government?
Questionnaire and National Toplines
Conducted for the Kaiser Family Foundation, Harvard University
and The Washington Post by Princeton Survey Research Associates
"II
1514 adults age 18 or older
Margin of Error:
Plus or minus 3 percentage points for total sample
Plus or minus 4 percentage points for Form A; n= 718
Plus or minus 4 percentage points for Form B; n=796
field Period:
November 28, 1995 - December 4, 1995
To begin, do you think the nation's economy is getting better, getting worse, or staying
about the same?
16
Better
39
Worse
43
Staying about the same
2
Don't know
100
Is your personal financial situation getting better, getting worse or staying about the same?
21
Getting better
24
Getting worse
54
Staying about the same
1
Don't know
O
3
3.
Now I'm going to read you the names of some institutions in American society. Please tell
me how much confidence you, yourself, have in each one -- a great deal, quite a lot, some,
or very little. [First, how much confidence do you have in / Next, how about . ].
(ROTATE)
A great
Quite
Very
None
deal
a lot
Some
little
(VOL.)
DK
a. The military
32
38
22
7
*
1 =100
b. The U.S. Supreme Court
13
26
41
16
2
2 =100
c. The Clinton Administration
9
16
36
33
5
1 =100 =
d. Congress
4
10
41
41
3
1 =100 =
e. Large business corporations
6
15
45
30
2
2 =100
f.
Medicine
24
37
27
10
1
1 =100
g. The news media
6
14
40
37
2
1 = =100
* = Less than .5%
3h.
Generally speaking, how interested are you in politics and government: Very interested,
fairly interested, not very interested, or not interested at all?
28
Very interested
47
Fairly interested
17
Not very interested
8
Not interested at all
*
Don't know
100
4.
How much of the time do you trust the government in Washington to do the right thing?
Just about always, most of the time, or only some of the time?
4
Just about always
21
Most of the time
71
Only some of the time
4
None of the time (VOL.)
*
Don't know
100
4
5.
How much of the time do you trust your STATE government to do the right thing? Just
about always, most of the time, or only some of the time?
5
Just about always
30
Most of the time
62
Only some of the time
2
None of the time (VOL.)
_1
Don't know
100
6.
On another topic... Compared with 10 years ago, do you think the threat of a major war
like World War II has increased, decreased, or stayed about the same?
23
Increased
41
Decreased
33
Stayed about the same
3
Don't know
100
7.
Do you think it will be best for the future of this country if we take an active part in world
affairs, or if we stay out of world affairs?
57
Take an active part
37
Stay out
6
Don't know
100
QUESTIONS 8 THROUGH 12 ROTATED
Now I'd like you to compare some things in this country TODAY with the way they were 20
years ago
8.
Compared with 20 years ago, do you think the quality of the air we breathe TODAY is
better than it was, worse, or about the same?
18
Better
57
Worse
24
About the same
_1
Don't know
100
5
9.
Compared with 20 years ago, do you think the share of Americans over 65 who live in
poverty has increased, decreased or stayed about the same?
59
Increased
15
Decreased
23
Stayed about the same
3
Don't know
100
10.
Compared with 20 years ago, do you think the difference in income between wealthy and
middle-class Americans TODAY is wider, not as wide, or about the same?
65
Wider
11
Not as wide
22
About the same
2
Don't know
100
11.
Compared with 20 years ago, do you think children in this country TODAY are more
likely to grow up in single-parent families, less likely, or about as likely to grow up in
single-parent families?
89
More likely
3
Less likely
7
About as likely
1
Don't know
100
12.
Compared with 20 years ago, do you think the rate of violent crime in this country has
increased, decreased, or stayed about the same?
91
Increased
2
Decreased
7
Stayed bout the same
*
Don't know
100
6
BASED ON FORM A; n=718
13.
Now I'd like to ask you what effect, if any, you think the federal government's programs
have had in each of the areas I just asked you about. By federal government, I mean the
government in Washington. How do you think the federal government's programs have
affected [INSERT ITEM/ ROTATE] ? Have federal programs helped to make things
better, made things worse, or have they not had much effect either way?
Not had
Helped make
Made things
much effect
things better
worse
either way
DK
a. The quality of the air
44
15
38
3 =100
we breathe.
b. The share of Americans
23
32
39
6 =100
over 65 who live in poverty.
c. The difference in income between
11
49
36
4 =100
wealthy and middle-class Americans.
d. The chances that children will grow
11
37
48
4 =100
up in single-parent families.
e. The rate of violent crime.
10
34
54
2 =100
BASED ON FORM B; n=796
14.
Suppose the federal government put more money and effort into the areas I just asked you
about. By federal government, I mean the government in Washington. What effect, if any,
do you think more effort and spending by the federal government would have
on [INSERT ITEM / ROTATE ] ? Would it help make things better, would it make
things worse, or would it not have much effect either way?
7
Question 14 continued:
Would
Would
Would not have
help make
make things
much effect
things better
worse
either way
DK
a. The quality of the air
48
6
43
3 =100
we breathe.
b. The share of Americans
55
10
32
3 = =100
over 65 who live in poverty.
C. The difference in income between
26
17
52
5 =100 =
wealthy and middle-class Americans.
d. The chances that children will grow
23
14
58
5 =100
up in single-parent families.
e. The rate of violent crime.
44
9
43
4 = 100
15.
When the government in Washington decides to solve a problem, how much confidence
do you have that the problem will actually be solved a lot, some, just a little, or none at
all?
4
A lot
35
Some
38
Just a little
23
None at all
*
Don't know
100
16.
On another topic.. During the past three years, do you think the size of the annual federal
budget deficit has increased, decreased, or stayed about the same?
69
Increased
10
Decreased
19
Stayed about the same
2
Don't know
100
8
BASED ON FORM B; n=796
17.
In order to lower the federal budget deficit, in which of the following areas, if any, do you
think future government spending should be reduced? [First,] do you think federal
spending for [INSERT ITEM. ROTATE START] should be reduced, or not?
Yes, should
No, should
be reduced
not be reduced
DK
a. The environment
26
71
3
=100
b. Foreign aid
81
18
1
=100 =
c. Defense
41
57
2
= =100
d. Medicare, which is the government
15
84
1
=100 =
program for the elderly
e. Welfare, or public assistance
47
51
2
=100
for poor people
Now I have some questions about politics and the government. Not everyone will have heard
about all the issues and people I'm asking about. Please answer each question to the best or your
knowledge, but if you're not sure about an answer, just say so.
18.
Can you tell me which party, the Democrats or the Republicans, has the most members
in...? (ROTATE)
Democrats
Republicans
NS
a.
The U.S. House of Representatives
11
61
28
=100
b.
The U.S. Senate
11
62
27
=100
19.
As far as you know, is there a limit on the number of terms in office a president of the
United States can serve, or not?
81
Yes
11
No
8
Not Sure
100
9
20.
How many years is a single term in office for a U.S. Senator?
26
Correct answer (six years)
42
Incorrect answer
32
Not sure
100
21.
At the national level, would you say that one of the major political parties is more
conservative than the other major party, or not?
22.
Which party do you think is more conservative. (ROTATE) the Republican Party or the
Democratic Party?
70
Yes
17
The Democratic Party
52
The Republican Party
1
Not sure
18
No
12
Not sure
100
23.
Can you tell me who was President when the Watergate scandal took place?
86
Correct answer (Richard Nixon, Nixon)
4
Incorrect answer
10
Not sure
100
10
24.
Now I'd like to ask if you happen to know the names of some people who now hold
different titles. Can you tell me the name of the current (ROTATE) ?
Correct
Incorrect
Answer¹
Answer
NS
a. Majority leader of the U.S. Senate
34
10
56
=100
b. Vice President of the United States
60
4
36
=100
c. Speaker of the U.S. House of Representatives
53
4
43
=100
d. The Chief Justice of the U.S. Supreme Court
6
8
86
=100
25.
I'm going to read you some major legislation that the Congress in Washington has debated
over the last three years. As I read each one, please tell me whether you think it was
passed by Congress, or not. [First/Next, how about. (ROTATE)]
Passed
Not passed
NS
a. Legislation providing for a national
20
67
13 =100
health insurance plan.
b. Legislation limiting the number of terms
24
55
21 =100
members of Congress can serve
c. Legislation providing for family leaves
79
9
12 =100
that require businesses to give employees
time off after the birth of a child or for an
illness in the family.
26.
Can you tell me which party -- the Democrats or the Republicans -- favors making greater
reductions in future Medicare and Medicaid spending?
15
Democrats
69
Republicans
16
Not sure
100
1 Correct Answers:
a. Robert Dole, Bob Dole, Dole, Senator Dole
b. Al Gore, Gore
C. Newt Gingrich, Gingrich
d. William Rehnquist, Rehnquist
11
27.
As far as you know, is more of the federal budget now spent on Medicare, or is more
spent on foreign aid?
27
Medicare
58
Foreign aid
15
Not sure
100
28.
During the past three years, do you think the number of people employed by the federal
government has increased, decreased, or stayed about the same?
34
Increased
28
Decreased
35
Stayed about the same
3
Not sure
100
29.
As far as you know, who has the FINAL responsibility to decide if a law is constitutional
or not? Is it ?(ROTATE)
24
The President
19
The Congress
54
The Supreme Court
*
Other (VOL.)
3
Not sure
100
BASED ON FORM A; n=718
30.
[Earlier in this interview, you said you could trust the government in Washington (just
about always/most of the time/only some of the time/none of the time)] What is the
MAIN reason you [often / sometimes] don't trust the federal government? (OPEN-END)
35
Honesty/integrity (net)
9
Lack of honesty/distrust politicians
17
Promises are made and not kept/politicians lie all the time
5
Politicians don't give all the facts/withhold information
6
Politicians are corrupt/crooked/cheats
1
Lack of morality
0
A/O Honesty/integrity mentions
12
Question 30 continued:
6
Special interest groups (net)
4
Lobbyists/lobbyists have too much power
4
Politicians work on behalf of special interest groups/interest groups have
too much power
0
A/O Special interest groups mentions
28
Public interest (net)
10
Politicians don't represent the interest of the people
2
Politicians don't listen to the public
1
Politicians don't care about the middle class
3
Politicians are influenced by money/campaign funders/favor the rich
16
Disagree with their decisions/judgements
0
A/O Public interest mentions
24
Self interest (net)
23
Politicians are concerned with themselves/ only interest in being re-elected
1
Politicians are only concerned with their own states
0
A/O self interest mentions
11
Issues (net)
1
Bosnian situation/war/we are headed to war
2
Foreign affairs/policy
2
Decision on Medicaid/whether or not to cut Medicaid
1
Welfare abuse
1
Favor capitalism/big business
1
Taxes/tax increases
5
A/O Issues mentions
10
Inefficient/wasteful (net)
4
Politicians don't accomplish anything/nothing gets done
2
Takes too long to accomplish anything
3
Government spending/wasting money/unnecessary spending
1
A/O Inefficient/wasteful mentions
3
Miscellaneous (net)
2
History/the past
1
A/O Miscellaneous mentions
11
Don't know
13
BASED ON FORM A; n=718
31.
People have different reasons for not trusting the government. I'm going to read you a list
of some of those reasons. Please tell me if each one is a major reason, a minor reason, or
not a reason at all why YOU [often/sometimes ] don't trust the federal government.
(First,) how about. (ROTATE)
Major
Minor
Not a reason
reason
reason
at all
DK
a. The federal government's taxes
55
29
15
1 =100
are too high.
b. The federal government is inefficient
80
15
4
1 =100
and wastes too much money.
c. The policies of the federal government
37
42
19
2 =100
don't reflect your own beliefs and values.
d. When the federal government makes a
46
34
17
3 =100
decision, it usually ends up hurting more
people than it helps.
e. The federal government interferes too
41
36
21
2 =100
much in people's lives.
f. The problems it is trying to solve cannot
40
37
20
3 =100
be solved by the federal government.
g. Special interests have too much influence
65
22
10
3 =100
on the federal government.
h. Elected officials lack honesty and integrity.
62
27
8
3 =100
i.
The federal government spends too much
79
16
4
1 =100
on the wrong things.
j.
The federal government doesn't do enough
59
26
13
2 =100
to help people who really need it.
14
32.
[Earlier in this interview, you said you could trust the government in Washington (just
about always/most of the time/only some of the time/none of the time)] Which of the
following was most important in giving you the impression you have of the federal
government? Was it your own personal experience with a government agency or
program, what you learned from friends and family, or what you saw, heard or read in
television, newspapers or other media?
18
Personal experience
8
Friends and family
72
TV/newspapers/other media
_2
Don't know
100
33.
Generally speaking, which do you trust to do a better job running things--(ROTATE) the
federal government or your state government?
24
Federal government
61
State government
11
Neither/Both equally (VOL.)
4
Don't know
100
BASED ON FORM B RESPONDENTS WHO TRUST THEIR STATE GOVERNMENT
MORE THAN THE FEDERAL GOVERNMENT; n=476
34.
I'm going to read you a list of reasons people sometimes give for why they trust their own
state government. For each one, please tell me if it is a major reason, a minor reason, or
not a reason at all why you feel your state government does a better job running things
than the federal government? Your state government (ROTATE)
15
Major
Minor
Not a reason
reason
reason
at all
DK
a. Wastes less money because
51
30
17
2 =100
it is better managed.
b. Can solve problems more quickly.
64
24
10
2 =100
c. Is more likely to spend money
56
31
12
1 =100
on the right things.
d. Is less dominated by special interests.
44
36
17
3 =100
e. Is more likely to have effective solutions
51
38
10
1 =100
to problems.
f. Is more responsive to the needs of people
65
26
9
* =100
like you.
g. Better reflects your own beliefs and values.
49
32
18
1 =100
BASED ON FORM B RESPONDENTS WHO TRUST THEIR OWN STATE
GOVERNMENT MORE THAN THE FEDERAL GOVERNMENT; n=476
35.
[You mentioned (READ ITEMS) as major reasons.] Which ONE of these would you
say is the MOST IMPORTANT REASON?
11
Wastes less money because it is better managed.
10
Can solve problems more quickly.
10
Is more likely to spend money on the right things.
10
Is less dominated by special interests.
8
Is more likely to have effective solutions to problems.
23
Is more responsive to the needs of people like you.
16
Better reflects your own beliefs and values.
7
None are major reasons
5
Don't know
100
36.
Do you think the federal government threatens your own personal rights and freedoms, or
not?
16
37.
Is this a MAJOR threat or a MINOR threat?
42
Yes
20
Major
21
Minor
1
Don't know
54
No
4
Don't know
100
38.
Do you think the federal government threatens your own personal financial well-being, or
not?
39.
Is this a MAJOR threat or a MINOR threat?
52
Yes
31
Major
21
Minor
*
Don't know
44
No
4
Don't know
100
40.
Now I'm going to read you some statements that may or may not describe your own
feelings about politics and government. Please tell me whether you agree or disagree
with each one. The first statement is. [ROTATE] Do you agree/disagree
STRONGLY or only somewhat?
Agree
Agree
Disagree
Disagree
Strongly
Somewhat
Somewhat
Strongly
DK
a. I don't think public officials care
40
28
23
8
1 =100
much what people like me think.
b. People like me don't have any say
29
23
28
19
1 =100
about what the government does.
c. Politics and government are so
29
25
22
23
1 =100
complicated that a person like me
can't really understand what's going on.
d. Politicians tell voters what they want
67
22
7
3
1 =100
to hear, not what they will actually try
to do if elected.
17
BASED ON RESPONDENTS WHO SAY THE NATION'S ECONOMY IS GETTING
WORSE OR STAYING THE SAME; n=1211
41.
Earlier in this interview, you said you didn't think the nation's economy was getting
better What do you think is the MAIN reason why the economy is not getting better?
Is it mainly because of something the federal government HAS DONE, mainly because of
something the federal government has NOT done, or mainly for other reasons that don't
have much to do with government?
29
Something the federal government has done
34
Something the federal government has not done
30
Other reasons
7
Don't know
100
BASED ON FORM A RESPONDENTS WHO SAY THAT THE FEDERAL
GOVERNMENT IS MAINLY RESPONSIBLE FOR THE NATION'S ECONOMY NOT
GETTING BETTER; n=346
42.
What is the main thing the federal government (has done/has not done) to keep the
economy from getting better? (OPEN-END)
Has not
Total
Has done
done
80
Economy/policy (net)
86
76
10
Taxes/high taxes
11
8
4
Taxing the rich/rich have tax breaks
3
5
9
Effects on business
14
5
5
Imports/Exports
7
3
3
Welfare/controlling welfare
2
5
12
Unemployment /loss of jobs
8
15
4
Not helping poor people
1
5
40
Government spending (sub-net)
50
33
15
Foreign aid/too much
23
9
spending on foreign countries
9
National debt/not paying off
8
10
national debt
18
Too much spending/wasteful
20
17
spending
1
Military spending
3
*
0
A/O Government spending
0
0
mentions
9
A/O Economy/policy mentions
8
10
8
Miscellaneous (net)
6
10
15
Don't know
11
18
18
BASED ON FORM A RESPONDENTS WHO SAY THAT THE FEDERAL
GOVERNMENT IS MAINLY RESPONSIBLE FOR THE NATION'S ECONOMY NOT
GETTING BETTER; n=346
43.
I'm going to read you a list of things some people think the federal government has done -
- or has not done -- to keep the economy from getting better. For each one, please tell me
if you think it is a major reason the economy hasn't gotten better, a minor reason, or not a
reason at all? (ROTATE)
Major
Minor
Not a
reason
reason
reason at all
DK
a. They took away or reduced government
35
39
24
2 =100
benefits people used to receive.
b. They raised taxes.
56
31
12
1 =100
c. They didn't reduce the federal budget
67
26
6
1 =100 =
deficit fast enough.
d. They did too much for the poor
23
39
36
2 =100
and minorities.
e. They did too much for the wealthy.
60
22
17
1 =100
f. Government regulations hurt the economy.
51
40
7
2 =100
g. They didn't do enough to keep jobs from
70
18
10
2 =100
going overseas.
h. They didn't do enough to make the
62
28
10
* =100
economy grow.
i. They didn't tax the wealthy enough
60
23
15
2 =100
and use the money to help people
who needed it.
j. They didn't do enough to create new
68
22
10
* =100
and better jobs.
19
BASED ON RESPONDENTS WHO SAY THEIR PERSONAL FINANCIAL SITUATION
IS GETTING WORSE OR STAYING THE SAME; n=1177
44.
Earlier in this interview, you said your personal financial situation was not getting better.
What do you think is the MAIN reason that your financial situation is not getting better?
Do you think it is mainly because of something the federal government HAS DONE,
mainly because of something the federal government has NOT done, or mainly for other
reasons that don't have much to do with government?
23
Something the federal government has done
17
Something the federal government has not done
54
Other reasons
6
Don't know
100
BASED ON FORM B RESPONDENTS WHO SAY THAT THE FEDERAL
GOVERNMENT IS MAINLY RESPONSIBLE FOR THEIR PERSONAL FINANCIAL
SITUATION NOT GETTING BETTER; n=257
45.
What is the main thing the federal government (has done/has not done) to keep your
personal financial situation from getting better? (OPEN-END)
Has not
Total
Has done
done
85
Economy/policy (net)
86
83
8
High cost of living
8
9
2
High inflation
2
1
3
Interest rates too low
4
2
5
Unemployment/lost jobs
3
7
5
Jobs have gone out of U.S./NAFTA treaty
5
6
4
Create job security/ maintain employment
3
6
23
Tax increases/taxes are too high/raise in taxes
31
13
3
Tax change/tax structure
5
0
4
Minimum wage is too low
3
5
5
Lack of educational support/Cut funding
2
10
for education
3
Slow economy (unspecified)
3
2
3
Caps on wages/wage freeze
2
3
2
Haven't helped the middle class
3
1
4
Health insurance/made health care affordable
3
5
3
Bureaucratic/too much red-tape
2
3
28
Government spending (sub-net)
27
30
14
More spending/wasteful spending
13
15
4
Too much foreign aid
4
3
6
Too much debt/deficit is too big
5
7
2
Spending on welfare/haven't cut welfare
2
2
6
A/O Government spending mentions
6
5
1
A/O Economy/policy mentions
2
1
20
Question 45 continued:
1
Miscellaneous (net)
1
0
15
Don't know
13
17
BASED ON FORM B RESPONDENTS WHO SAY THAT THE FEDERAL
GOVERNMENT IS MAINLY RESPONSIBLE FOR THEIR PERSONAL FINANCIAL
SITUATION NOT GETTING BETTER; n=257
46.
I'm going to read you a list of things that some people say the federal government has
done -- or has not done -- to keep their financial situation from getting better. For each
one, please tell me if you think it is a major reason your financial situation hasn't gotten
better, a minor reason, or not a reason at all? (ROTATE)
Major
Minor
Not a
reason
reason
reason at all
DK
a. They took away or reduced government
27
21
51
1 =100
benefits you used to receive.
b. They raised your taxes.
66
25
9
* =100
c. They didn't reduce the federal budget
51
29
19
1 =100
deficit fast enough.
d. You lost out because the federal government
21
33
44
2 =100
did too much for the poor and minorities.
e. You lost out because the federal government
44
30
24
2 =100
did too much for the wealthy.
f. Government regulations kept you from
34
34
31
1 =100
getting ahead.
g. They didn't do enough to keep jobs from
53
23
22
2 =100
going overseas.
h. They didn't do enough to make the
47
35
15
3 =100
economy grow.
i. They didn't tax the wealthy enough and
41
32
25
2 =100
use the money to help people like you
who needed it.
j. They didn't do enough to create new
51
28
20
1 =100
and better jobs.
21
47.
Now I have some more questions about how things are going in your own life. What
is
your employment status? Are you employed for pay full-time, part-time, retired, or not
employed for pay?
52
Full-time
14
Part-time
18
Retired
12
Not employed
2
Disabled (VOL.)
1
Student (VOL.)
1
Don't know
100
47a.
Given the chance, would you like to work full-time, or do you prefer to work part-time?
7
Would prefer full-time
7
Prefer part-time
86
Not applicable
0
Don't know
100
BASED ONLY ON RESPONDENTS WHO WORK PART-TIME; n=196
48
Would prefer full-time
52
Prefer part-time
0
Don't know
100
48.
How worried are you, if at all, that you might lose your job during the next two years?
Would you say you are very worried, somewhat worried, not too worried, or not worried
at all?
6
Very worried
12
Somewhat worried
16
Not too worried
32
Not worried at all
34
Not currently working
*
Don't know
100
22
49.
Has there been any time in the past two years when you were unemployed, but wanted to
work?
15
Yes
51
No
34
Not currently working
*
Don't know
100
50.
Do you feel very confident, only fairly confident, or not at all confident that life for our
children will be better than it has been for us?
10
Very confident
34
Fairly confident
54
Not at all confident
2
Don't know
100
51.
Have you ever been a victim of a violent crime involving a physical assault or robbery of
you personally?
19
Yes
81
No
*
Don't know
100
52.
Have you ever been a victim of a property crime involving theft or burglary of your money
or property?
47
Yes
53
No
*
Don't know
100
23
53.
How worried are you, if at all, that you might become a victim of violent crime during the
coming year? Would you say you are very worried, somewhat worried, not too worried or
not worried at all?
14
Very worried
34
Somewhat worried
33
Not too worried
19
Not worried at all
*
Don't know
100
54.
Now I have some more general questions
Do you think most people would try to take
advantage of you if they got a chance, or would they try to be fair?
55.
Do you feel strongly about that, or not?
48
Would take advantage
39
Feel strongly
9
Do not feel strongly
*
Don't know
50
Would try to be fair
36
Feel strongly
13
Do not feel strongly
1
Don't know
2
Don't know
100
56.
Generally speaking, would you say that most people can be trusted or that you can't be
too careful in dealing with people?
57.
Do you feel strongly about that, or not?
35
Most people can be trusted
28
Feel strongly
7
Do not feel strongly
*
Don't know
63
Can't be too careful
54
Feel strongly
9
Do not feel strongly
*
Don't know
2
Don't know
100
24
58.
Would you say that most of the time people try to be helpful, or that they are mostly just
looking out for themselves?
59.
Do you feel strongly about that, or not?
49
Try to be helpful
38
Feel strongly
11
Do not feel strongly
*
Don't know
48
Looking out for themselves
39
Feel strongly
9
Do not feel strongly
*
Don't know
3
Don't know
100
60.
Where do you usually get MOST of your news and information about national politics and
government? Is it from: Television, radio, newspapers, news magazines like Time and
Newsweek, from family, friends or co-workers, or someplace else?
58
Television
8
Radio
24
Newspapers
3
News magazines
1
Family
2
Friends or co-workers
3
Someplace else
1
Don't know
100
61.
In a typical week, on how many days, if any, do you read a daily newspaper?
13
One day
9
Two days
10
Three days
5
Four days
6
Five days
3
Six days
43
Seven days
11
None
*
Don't know
100
25
62.
How much attention do you usually pay to news about politics and government in the
newspaper? A great deal, quite a lot, some, or not much at all?
13
A great deal
22
Quite a lot
38
Some
16
Not much at all
11
Non-newspaper readers
*
Don't know
100
63.
Last month, how often did you read a weekly news magazine such as Time, Newsweek,
U.S. News or some other news magazine: Every week, two or three times, once or not
at all?
12
Every week
14
Two or three times
20
Once
54
Not at all
*
Don't know
100
64.
On a typical weekday, about how many hours do you personally watch television?
19
One hour or less
25
Two hours
19
Three hours
14
Four hours
16
Five to nine hours
6
Ten hours or more
1
Don't know
100
26
65.
In a typical week, on how many days, if any, do you watch national network TV news on
ABC, CBS, NBC, PBS or CNN?
5
One day
8
Two days
8
Three days
8
Four days
15
Five days
5
Six days
42
Seven days
8
None
1
Don't know
100
66.
How much attention do you usually pay to news about politics and government on
national network TV news? A great deal, quite a lot, some, or not much at all?
18
A great deal
25
Quite a lot
37
Some
11
Not much at all
9
Non-network TV news viewer
*
Don't know
100
67.
On a typical day, about how many hours do you listen to talk radio shows that invite
listeners to call in to discuss current events, public issues and politics?
72
None²
13
One hour
6
Two hours
6
Three or more hours
3
Don't know
100
2 Includes respondents who listen for an half hour or less
27
68.
How often, if ever, do you listen to Rush Limbaugh's RADIO program regularly,
sometimes, hardly ever or never?
6
Regularly
12
Sometimes
16
Hardly ever
66
Never
*
Don't know
100
THERE IS NO QUESTION 69
70.
Do you regularly attend or participate in a civic organization or service club, like the
Chamber of Commerce, The Kiwanis Club, or the PTA?
20
Yes, attend or participate
80
No, do not
*
Don't know
100
71.
How often do you feel you don't have enough time to get everything done you really need
to do? Do you feel this way all the time, most of the time, some of the time, every once in
a while, or never?
26
All the time
26
Most of the time
28
Some of the time
15
Every once in a while
5
Never
*
Don't know
100
72.
How many years have you lived in your present community or city?
12
Two years or less
11
Three to five years
14
Six to ten years
18
Eleven to twenty years
17
Twenty-one to thirty years
28
More than 30 years
*
Don't Know
100
28
73.
Are you now married, living as married, widowed, divorced, separated, or have you never
been married?
56
Married
3
Living as married
8
Widowed
11
Divorced
3
Separated
19
Never married
*
Don't know
100
74.
Have you ever been divorced?
26
Yes, have been divorced/are divorced
74
No, never been divorced/Never married
*
Don't know
100
75.
Did you grow up in a family in which your parents were divorced?
76.
Did you grow up in a family in which your parents never married?
20
Yes, parents divorced
2
Yes, parents never married
78
No, neither
*
Don't know
100
77.
Do you have any children who are under the age of 18?
38
Yes
62
No
*
Don't know
100
29
78.
What is your religious preference? Are you Protestant, Roman Catholic, Jewish, or some
other religion?
79.
Do you consider yourself a Christian?
80.
Would you describe yourself as a born-again or evangelical Christian, or not?
60
Protestant/Christian
34
Evangelical
24
Non-Evangelical
2
Don't know
27
Roman Catholic
2
Jewish
6
Other religion
5
No religion (VOL.)
*
Don't know
*
Refused
100
81.
In politics TODAY, do you consider yourself a Republican, Democrat or Independent?
29
Republican
32
Democrat
34
Independent
5
All others
100
82.
As of today, do you LEAN more to the Republican Party or the Democratic Party?
41
Republican/Lean Republican
45
Democrat/Lean Democrat
14
All others
100
83.
Are you NOW registered to vote in your precinct or election district, or haven't you had a
chance to register yet?
77
Yes
22
No
1
Don't have to register (VOL.)
*
Don't know
100
30
84.
Thinking back to the 1992 Presidential election, when Clinton ran against Bush and Perot,
did things come up that kept you from voting, or did you happen to vote?
85.
Did you vote for Clinton, Bush or Perot?
73
Yes, voted
31
Clinton
25
Bush
11
Perot
1
Other candidate (VOL.)
1
Don't remember / Not sure
4
Refused
26
No, did not vote/Too young (VOL.)
1
Don't remember / Not sure
*
Refused
100
86.
Did you happen to vote in the 1994 election for U.S. Congress, or didn't you get a chance
to vote?
87.
Did you vote for the Democratic candidate or the Republican candidate for Congress in
your district?
45
Yes, voted
21
Democratic candidate
20
Republican candidate
*
Other candidate (VOL.)
3
Don't remember / Not sure
1
Refused
51
No, did not vote
4
Don't remember / Not sure
*
Refused
100
88.
Would you say your views in most political matters are very liberal, somewhat liberal,
moderate, somewhat conservative, or very conservative?
6
Very liberal
19
Somewhat liberal
32
Moderate
27
Somewhat conservative
12
Very conservative
4
Don't know
100
31
89.
What is the last grade or class that you COMPLETED in school?
5
None, or grade 1 to 8
12
High school incomplete (grade 9-11)
36
High School graduate
2
Business, technical or vocational school after high school
23
Some college, but no four-year degree
14
College graduate, four-year degree
8
Post-graduate or professional schooling after college
*
Don't know
100
90.
How old are you?
21
18-29
44
30-49
17
50-64
16
65+
0
Don't know
2
Refused
100
91.
Are you of Hispanic or Latino background, such as Mexican, Puerto Rican, Cuban, or
some other Spanish background?
5
Yes
94
No
0
Don't know
1
Refused
100
92.
What is your race? Are you white, black, Asian, or some other race?
85
White
10
Black or African-American
1
Asian
3
Other/Mixed race
*
Don't Know
1
Refused
100
32
93.
Last year, that is in 1994, what was your total family income from all sources, BEFORE
taxes? Just stop me when I get to the right category.
10
Less than $10,000
15
$10,000 to under $20,000
18
$20,000 to under $30,000
24
$30,000 to under $50,000
14
$50,000 to under $75,000
5
$75,000 to under $100,000
4
$100,000 or more
4
Don't know
6
Refused
100
BASED ON FORM A; n=718
93A.
As you may know there was a recent shutdown of the federal government that resulted
from a budget disagreement between President Clinton and the Republicans in Congress.
Which of the following two statements comes closer to your own view of President
Clinton's role in the shutdown ? (ROTATE)
a. President Clinton was trying to gain political advantage by creating a crisis when he
could have reached a reasonable compromise with the Republicans, OR
b. President Clinton was standing up for what he believes are important national priorities
36
Statement a.
57
Statement b.
2
Neither (VOL.)
0
Haven't heard about (VOL.)
5
Don't know
100
95-1401-03a
EDUCATION: WHAT
AMERICANS EXPECT OF
THE PUBLIC SCHOOLS
A PRESENTATION OF PUBLIC AGENDA
Briefing For Acting Deputy Secretary Smith
U.S. Department of Education
January 31, 1997
Presented by Deborah Wadsworth
Executive Director
INTRODUCTION
PUBLIC AGENDA: SOME BACKGROUND
Nonprofit and nonpartisan
Founded in 1975 by Cyrus Vance and Daniel Yankelovich
Public Agenda's Mission
Foster public dialogue
Improve communication between leaders and public
Two Major Thrusts
Public opinion research
Citizen education projects
2
PUBLIC AGENDA'S
PUBLIC OPINION EXPERTISE
Variety Of Issues
Health care, welfare, crime, foreign policy, and education
Indepth Approach To Public Opinion
Indepth, multi-faceted studies
Focus groups, surveys, interviews, case studies, panel studies
What people think VS. why they hold their views
A special interest: Gaps between leaders and the public
3
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
Education: The Research Base
Six Years Of Research
Four national surveys
The general public
Parents -- white, African-American, traditional Christian
Leadership -- business, media, elected officials
Public school teachers
High school students -- public and private schools
Regional studies: Connecticut, Missouri, St. Louis
Over 120 focus groups
Citizen engagement work
4
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
The General Public: Three Recurring Images
Metal detectors in high school
Kids outside school during school hours -- smoking
Check-out clerks who can't make change
For The Public: First Things First
5
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
The First Priority: Safety
Defining image: Metal detectors in high school
Widespread Fears of Violence, Gangs, Drug Use
72%: Too much drugs/violence in local public schools
80%: Among African-American parents
Similar concerns tapped by Gallup and others
Is It the Media?
Among teachers and students, roughly half express concerns
For Most, Not a Personal Fear
Symbol of nation that has lost moral center
The world we have lost
Call for Answers
76%: Remove youngsters with weapons, drugs
Support among teens, especially minority teens
83%: Among African-American parents
6
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
The Second Priority: Order and Discipline
Defining image: kids outside school during school hours -- --
smoking
Not Just "Kids These Days"
For Adults and Teachers: A Prerequisite for Learning
88%: Emphasizing work habits such as discipline, punctuality will
improve academic performance
Among teens: 71% own school has too many disruptive
youngsters
Remove persistent troublemakers from regular classroom --
support among public, parents, teachers, and teens
7
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
And Teach Them Basics -- At Least
Defining image: check out clerks who can't make change
Basics -- Not a New Concern
Examples from Real Life
Basics "Absolutely Essential" for Every Child
92%: The general public
94%: Public school students
98%: Public school teachers
99%: Leadership in business, government, etc.
Require Good Command of English for High School Graduation
88%: The public -- across the board support
76%: Teenagers -- again support across the board
8
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
Why Is The Public So Preoccupied With Basics?
No basics, no future -- the economically doomed
The minimal contractual obligation of schools
Basics first -- not basics only
9
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
Raising Standards: A Shared Agenda
A common sense approach
"You ask more, you get more"
Basics drives support for standards
Broad Support among All Groups of Public
82%: Set clear guidelines for what teachers teach, kids learn
70%: Raise promotion standards from grade school to high school
76%: High school teachers should toughen grading
60%: Grade school teachers should toughen grading
Teens Agree
74%: Pass students only when they've learned what's needed
71%: Require after-school classes for teens with D's, F's in major
subjects
"They practically hand you a diploma."
Teachers: Support for standards, but less urgency
10
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
What Kids Should Learn: A Practical View
What is "absolutely essential" for every child?
The Top Tier
The basics
Mainstream values: hard work, responsibility
80%: computer skill "essential for every child
Beyond the little red school house
Staring the work place in the face
The Middle Tier
63%: American history and geography
59%: Biology and chemistry
The Bottom Tier
37%: Advanced math
35%: History and geography of Europe and Asia
Fewer than 25%: Classic writers such as Shakespeare,
Hemingway, Steinbeck
11
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
The Public's View Of Education
Rejected: OK to have illiterate underclass
Not yet accepted: Most Americans need to be much more
rigorously educated
Some negative connotations to being "highly educated"
The Teenagers' View
No academic subject -- other than basics -- in top half of list
38%: extremely important to learn American history
The stunning lack of curiosity
12
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
Public Education: Serious Concerns, Faltering Commitment
A Public Opinion Paradox
Disapprove of "schools" in general
Approve of "local public schools"
Support for Local Public Schools Drops Sharply When
Questions get specific
47%: Diploma from local high does not guarantee basics
65%: Among leadership
Public schools are compared to private schools
Private schools better: safety, discipline, standards, small
classes
57%: Parents would send child to private school if finan-
cially able
13
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
The Student Report
Private School Students vs. Public School Students
Different Experiences: The Question Is Why
Private students more positive about teachers and schools
Teachers "care about students personally": 28 point gap
Less concern on safety, unruly students, discipline
14
EDUCATION:
WHAT AMERICANS EXPECT FROM THE PUBLIC SCHOOLS
Some Important Areas of Consensus
Standards: Just do it!
Order, Discipline, Standards of Behavior
Teachers: Need for respect and civility
Students: Yearning for structure
Peope Are Talking
But Important and Difficult Questions
Academics: Can we convey the excitement of knowledge?
Parents and teachers: Who does what?
Keeping teens from the undertow: Clothes, cliques, teasing,
cheating -- who will take the first step?
15
USA TODAY, Jan. 10, 1996
p. 1
COVER STORY
dream: "Two-thirds of the people
think their children will be worse off
Education, for
than they are. and see a good educa-
tion key to survival."
Democratic pollster Celinda Lake
sees it as a function of changing
1st time, is top
times: "Voters are anxious about the
economy, and anxious about a de-
cline in moral values. and see a good
voter concern
education as something that can
have a positive impact on both."
The poll shows women and voters
under 50 most likely to list education
And 'until
By Richard Benedetto
quality as their top priority.
USA TODAY
But it also ranked high among all
the picture
income groups from poor to rich.
The highly volatile mood of
And it cut across partisan political
becomes
the electorate appears to have
lines with Democrats, Republicans
shifted from angry to anxious
and independents all listing it among
clearer, a low-
as the nation enters this pivot-
their top two concerns.
al 1996 election year.
"We've got kids out here who
grade anxiety
Voters vented years of pent-
aren't going to be ready for the fu-
persists'
up anger by kicking George
ture," says Regina Vest, 26, a Moline,
Bush out of the White House in
III., homemaker in a typical com-
1992, and then stung Demo-
ment from some of the 1,000 adults
crats by giving Congress to the
nolled Friday through Sunday.
Republicans in 1994.
Overall, anxiety about the state of
But the budget, health care, welfare and other top issues
the nation still runs high:
are still at an impasse. And voters approach the upcoming
72% say they are dissatisfied
campaign not at all sure if the sweeping changes wrought in
with the way things are going in the
the last two elections are working the way they envisioned.
country - the most in 2½ years.
Now, a new USA TODAY/CNN/Gallup Poll finds voters
70% rate the economy only fair
rallying around issues that touch closest to home: the quali-
to poor.
ty of their children's education. crime and the economy. All
More than a third - 36% - say
are perennial top concerns, but this is the first time educa-
the economy is getting worse, up
tion, with 67% calling it a high priority, has topped the list.
from 30% in November 1995.
Analysts say the prize in 1996 may go to those candidates
62% predict things won't get any
who target those problems and convince voters they know a
better by 2000.
way to fix them.
And crime remains high on the
"People are in a wait-and-see mode, so until the picture
priority list. Two out of three call it a
becomes clearer a low-grade anxiety persists," says Demo-
top concern.
cratic pollster Alan Secrest. "Voters are becoming more re-
"We're in a pretty sad state right
alistic, and not expecting the president and Congress to
now," says Linda Robinson, 46, a
wave a magic wand and solve their problems. But they are
Richmond, Vt., school aide. "We're
holding officials more accountable for addressing them"
throwing more money into education
The economy topped a similar list in 1992, and became
and we're not seeing anything for it
The morals of our country are a big
the issue that toppled Bush and elect-
problem too. And the economy has
ed Bill Clinton in 1992; crime was a
become 90 bad two people in a fam-
top concern in another poll in 1994,
ily have to work to make ends meet."
and was a big factor in the switch to
Republicans that fall.
More
That's why few can ignore the as-
cent of the education issue, long high
on the national list but seldom in the
top spot. It's an issue that seems to
cut across traditional party lines.
Republican pollster Ed Goeas sees
it as a function of fear of a faded
COVER STORY, continued
Americans also see much left to
play out in the year-long budget bat-
A 1995 Phi Delta Kappa/Gallup
tle between President Clinton and
Poll found that 71% of all Americans
congressional Republicans. who
graded the nation's public schools at
each gained from recent voter anger
C or below.
over the last two elections.
At the same time, more middle-
So far, the messy partisan squab-
class families feel besieged by the in-
bles over balancing the budget, and
vasion of drugs, guns and violent
the pain it might cause in areas such
crime in their schools. These ele-
as Medicare, leave many wondering
ments, they feel, threaten the safety
if throwing the old bums out made
of children, corrupt their morals and
any difference after all.
hamper learning
"I think we've seen a lot of things
Therefore, look for the candidates
said in the campaigns that aren't fol-
to target their pitches in the educa-
lowed through afterwards." says
tion area to the voter groups the poll
Donna Astrauskas, 44, a community
finds most concerned about educa-
college instructor in Mesa, Ariz.
tion quality.
Voter attitudes like that suggest
The 1995 Virginia election was a
the ultimate outcome between com-
good test case. There, Democrats
peting philosophies of government
held off Republicans by bashing
GOP plans to cut education spending
- and voter perceptions of how it
Presidents have addressed the
will affect their lives - will be para-
education issue with mixed success
mount in determining whether Clin-
ever since Ronald Reagan received
ton wins a second term and the GOP
A Nation at Risk, a report outlining
holds its congressional majority.
the serious decline in school quality.
At first glance, people might be ex-
Bush campaigned for the White
pected to be feeling better about the
House saying he wanted to be known
economy. long the best measure of
as the "education president."
the public mood in an election year.
Clinton followed up with a Goals
In 1992. Clinton beat Bush with the
2000 program that set minimum na-
message, "It's the economy, stupid."
tional standards for student and
Three years after Bush's loss, un-
school performance. And he recent-
employment is relatively low at
ly scored points in the budget battle
5.6%. The stock market is at record-
by hammering GOP proposals on the
high levels. Interest rates are at their
federal role in education.
lowest in decades. Budget deficits
The prime thrust of the GOP edu-
have been cut in half.
cation package is to provide parents
A full half of respondents say
with vouchers that would enable
they're personally better off than
their children to attend the school of
three years ago; 34% say they're
their choice, public or private.
worse off.
As politicians argue. voters look
But family incomes are flat and
for answers. Says Matt Duris. 19, a
good-paying jobs are scarce. More-
Michelin Tire factory worker in
over, announcements of huge layoffs
Spartanburg, S.C.: "If people aren't
- 420,000 jobs lost last year leave
well educated, the economy is defi-
many fretting about job security and
nitely going to go downhill."
their families.
The personalized worries add to
Contributing Brian O'Connell
the interest in education, which ana-
lysts say has been quietly growing as
an issue for years. Polls show the
public concerned about low test
scores, lack of discipline, deteriorat-
ing buildings, incompetent teachers,
inadequate curricula, rising costs
and high dropout rates.
29.
THE WALL STREET JOURNAL WEDNESDAY, DE EMBER 20. 1995
R/6
CAPITAL JOURNAL
BY
GERALD
F.
SEID
It's School Time:
D
EMOCRATS ENTER this debate
with a built-in advantage. They
are ready to spend more money,
which is always the easiest way to
demonstrate that you're responding to
A Sleeper Issue
voters' concerns. Democrats already
have used education to their great ad-
vantage in one closely watched election.
Is Waking Up
Republicans were threatening this fall
to take over both houses of the Virginia
state Legislature for the first time. Dem-
ACQUILLA BROWN, a Pittsburgh
ocrats fought back by relentlessly charg-
J
department store employee. is the
ing the GOP would gut the state's educa-
classic swing voter: She could vote
tion system. Result: Democrats didn't
lose either chamber. and GOP Gov.
either Republican or Democrat in Penn-
sylvania. a state that could go either
George Allen has just responded by
Republican or Democrat in next year's
proposing more education spending.
presidential election.
And in the current federal budget
But there's one thing that isn't
impasse between President Clinton and
swinging back and forth in Ms. Brown's
congressional Republicans. Democrats
mind, and that's her
are using education as a main cudgel for
view of what should
beating up on the GOP. Politics doesn't
be the most impor-
get any simpler than a Democratic
tant issue of 1996.
National Committee ad. Its complete
description of the Republicans proposed
But the American Civil Liberties Un-
"The schools," she
declares. "That's
education budget is as follows: Educa-
ion, acting on behalf of a small group of
tion: cut $30 billion."
parents. has challenged the uniform
my top priority.'
But Democrats' natural instinct to
policy in court. Long Beach needed some
That's
one
propose spending more money on a
reinforcement in its fight to keep a
pretty good hint
problem isn't sufficient on this issue.
policy local officials thought was work-
that education may
be the sleeper issue
While crying out for help, voters also
ing. And that is why Ms. Reno appeared.
sense more than ever that the ultimate
throwing the influence of the Justice
of next year's elec-
tion. But it's hardly
selution to problems in their schools will
Department behind the school system.
be found within their communities. The
Now a mediator is trying to negotiate
the only hint.
challenge for Democrats is to show that
a way to meet the ACLU's concerns
When The Wall Street Journal and
NBC News conducted a large national
they are finding ways Washington can
while preserving the uniform policy. In
help out, and then bow out.
the meantime, the suit isn't being pur-
poll earlier this month, Americans were
sued actively in court, and the school
asked to name the issues they would
T
HAT'S WHAT IS SO intriguing
district is confident uniforms will sur-
most like to see the federal government
about a virtually unnoticed mis-
vive the challenge. "Certainly the ap-
"do something about." Education and
sion Attorney General Janet Reno
pearance of the attorney general isn't
schools were mentioned more often than
undertook to Long Beach, Calif., a few
hurting the resolution of this case," says
anything except controlling crime. Edu-
days ago on orders from President Clin-
Dick Van Der Laan, information officer
cation, in fact. was mentioned nearly
ton. She traveled to a school there to
for the school district.
twice as often as it had been when the
declare that the Clinton administration
It may seem a minuscule step toward
same question was asked in each of the
would support the Long Beach school
improving education, but it's important.
past three years. Education concerns
system's attempt to increase discipline
Long Beach shows how the feds can
cut across all lines: They are cited as a
in its schools by requiring students to
intervene without taking over.
top priority by liberals and conserva-
wear uniforms.
No money has changed hands. no
tives, Republicans and Democrats-
The Long Beach district in 1994 be-
new federal offices opened. But an inno-
nearly every group except the elderly.
came the first in the nation to require all
vative policy is being pushed ahead
So Americans want the federal gov-
students to wear uniforms to class. a
anyway. That suggests Democrats are
ernment to do something about educa-
step the local leaders decided would
figuring out something important about
tion. But what?
raise standards and undercut gang in-
education. And maybe that's a prelude
That's where there should be an
fluence by barring gang apparel. Local
to a useful national debate about educa-
interesting debate next year. At a time
officials now credit the policy with help-
tion in 1996.
when voters generally say the federal
ing to halve the number of school fights
government is trying to do too much-
and reducing crimes and suspensions by
and botching too much of that - edu-
about a third in one year.
cation is shaping up as a test of whether
the political parties and their leaders
can find some new paths to travel.
Copies to ll
A Summary of Findings From
Assignment Incomplete:
D
I mulate ous
The Unfinished Business of Education Reform
FYIm.
Section 1 - Why Support for Public Schools is in Jeopardy
American support for public education is fragile and porous. Although many people voice initial approval
of their own local public schools, this support disintegrates at the slightest probing. People think private
schools do better than public schools in the areas that are most important to them - safety, order, standards,
and smaller classes. Moreover, if they could afford to, the majority of public school parents would send
their children to private schools. Despite their disappointment with public schools, however, most
Americans are not ready to dismantle the public system. People would like the public system to work - to
provide the environment and standards that are conducive to teaching and learning. But people also are
clearly frustrated and confused about how to make this happen. Understanding of such alternatives as
vouchers and privatization is fragmentary, and people are divided over whether more money will
improve schools. Neither the advocates of public education nor the proponents of private alternatives
should confidently count the American public on their side.
Sixty-one percent of Americans say private schools are more likely to provide order and discipline
in the classroom; 18% say their local public schools are better at this. Fifty-three percent say private
schools have higher academic standards, versus only 24% who think standards are higher in local
public schools. Majorities also say private schools provide more safety and security and are better
at providing an environment that promotes values such as honesty and responsibility.
Seventy-five percent of teachers say public schools in their community are better than private ones,
but only 33% of the public and 29% of leaders agree.
Fifty-one percent of teachers say private schools are better at removing routinely disruptive
children from classrooms; 60% say private schools are more likely to provide smaller classes.
Only 33% of Americans think private school teachers are better than public school teachers.
Among those who say private schools provide the better education, 57% of the public and 74% of
leaders say it is because "their approach to educating students is more effective," not because
private schools are choosier about which students they admit.
Almost half of leaders (46%) say their local public schools are doing only a fair or poor job.
Section 2 - Why Americans are so Concerned About Basics
The general public, parents, leaders, teachers, and educational administrators agree by overwhelming
margins - that teaching basics such as reading, writing, and arithmetic is "absolutely essential." At the same
time, large numbers of Americans are persuaded that many youngsters get high school diplomas without
mastering those basics. People often express frustration at the seeming inability of America's schools to
teach all children these rather simple skills. They see the "3 R's" as the centerpiece of a triumvirate of
fundamentals that form the foundation of learning. These include the ability to work hard and apply
oneself, proficiency in computers, along with reading, writing and arithmetic.
Nine in ten Americans (92%) say teaching the basics is "absolutely essential," as do 99% of leaders,
98% of teachers and 100% of school administrators.
Sixty-five percent of leaders say a high school diploma does not guarantee the student has learned
the basics; 32% of teachers and 33% of school administrators agree.
Eighty percent of Americans feel teaching computer skills is "absolutely essential."
Sixty-three percent believe American history and geography are "absolutely essential;" 59% add
biology, physics and chemistry.
© 1995, Public Agenda
Section 3 - Raising Standards - What People Want, What They Fear
Americans strongly and consistently support higher academic standards. While they understand that
enforcing higher standards will have consequences, they are convinced that higher standards will improve
student motivation, and consequently, increase learning. Although educators often question public
support for higher standards, the public thinks it is educators themselves who continually undermine those
standards - by giving diplomas to youngsters who can barely read or write and by passing youngsters from
grade to grade when they have failed to learn what was expected. People support the creation and
enforcement of higher standards for all children, even those from disadvantaged backgrounds, but they
don't want children unnecessarily frightened or pressured. In short, people want standards that motivate,
not standards that destroy.
Seventy-one percent of Americans say with higher standards youngsters will "pay more attention
to their school work and study harder." Seventy-two percent say youngsters will "actually learn
more."
Only 13% of both teachers and the public think today's public schools expect students to learn too
much. Seventy-five percent of leaders say public schools' expectations of academic achievement
are too little.
No more than 10% of any group - the general public, parents, teachers, or leaders - feel today's
students are under too much academic pressure. In contrast, 40% of Americans feel students face
the most pressure from friends, 27% from troubled families, and 20% from the threat of drugs and
crime in their neighborhoods.
Section 4 - What About the Pursuit of Knowledge?
Most Americans do not place a high value on knowledge for its own sake. People's views on knowledge
and learning are highly pragmatic. For example, while parents want their youngsters to learn whatever it
takes to get jobs, they express little enthusiasm for knowledge that offers no immediate practical use.
People are also skeptical about the real-world value of top-notch academic achievement - getting good
grades and pulling in high test scores. And for those hoping to persuade Americans that the next
generation needs to be much more highly-educated, there is still one more hurdle: Large numbers of
Americans think highly educated people are often socially clumsy, impractical, and "book smart," and
overall just a little "too big for their britches."
Fifty-nine percent of the general public and 57% of teachers say a diploma is important because
employers are reluctant to hire people without one, rather than because it represents knowledge
and skills. In contrast, 60% of leaders say a diploma is important because it represents skills and
knowledge that are useful on the job.
Only 11% of teachers say academics are the most important factor in career success; 50% say inner
drive is most important; and 33% say "knowing how to deal with people well."
Seventy-one percent of Americans agree with the statement, "people who are highly educated
often turn out to be book smart' but lack the common sense and understanding of regular folks."
© 1995, Public Agenda
Public Agenda is a nonprofit, nonpartisan organization that seeks to raise the level of public discussion about
critical policy choices facing the nation. This study was done in collaboration with the Institute for Educational
Leadership. Copies of Assignment Incomplete are available from Public Agenda, 6 E. 39th Street, New York, New
York 10016. Tel: 212-686-6610, Fax: 212-889-3461 ($10 each, or $5 for 10 or more copies. Please add $2.50 for
shipping and handling on one book, $5 for 2-5 books, or $10 for 6-25 books.)
THE PUBLIC AGENDA FOUNDATION
FOR RELEASE OCTOBER 11, 1995
FOR MORE INFORMATION CONTACT.
Margaret Suzor Dunning 212/686-6610
Kerry Flynn
HALF OF AMERICANS SAY HIGH SCHOOL DIPLOMA NO GUARANTEE OF BASICS
NEW YORK, N.Y. -- Public support for public schools is far more fragile than many educators' would
like to believe, but a window of opportunity does exist to reverse the downward spiral in public
attitudes toward local schools. This is according to a new Public Agenda study, Assignment
Incomplete: The Unfinished Business of Education Reform, prepared in collaboration with the
Institute for Educational Leadership.
"When almost six in ten parents with children in public school say they would send their children to
private schools if they could afford to do so, it's time for reformers to take heed of citizens' concerns
with the public school system," said Public Agenda's Executive Director Deborah Wadsworth.
"Citizens are not yet ready to abandon the public system, but unless schools begin to deliver on what the
public considers to be the essential elements of education, support for public schools is in jeopardy."
Americans surveyed in Assignment Incomplete think private schools do a better job than public schools
in areas they are most concerned with - school safety, higher standards, order, and smaller classes.
While nine in ten Americans say teaching the basics is "absolutely essential," almost half (47%) do not
believe that a high school diploma from their own local public high school guarantees that a student has
mastered the basics. Americans, however, have not reached consensus on alternatives. When presented
with a scenario of long-term school failure, only 28% embrace the concept of school vouchers and 10%
of privatization. Additionally, 28% want to overhaul the public schools and 20% want to give schools
more money.
"Findings from Assignment Incomplete show a public dissatisfied with public school policies and
practices, but a public still desirous of fixing the schools. For the reform movement to be successful,
the public's remaining support cannot be squandered. Public priorities must be addressed and soon,"
said Michael Usdan, President of the Institute for Educational Leadership.
-more-
6 East 39th Street, New York, New York 10016 212-686-6610
Assignment Incomplete examines four subject areas: why support for public schools is in jeopardy; why
Americans are so focused on the basics; whether people are really committed to higher standards; and
whether they value education in and of itself. Conducted in the summer of 1995, the comprehensive
study is based on a national telephone survey of 1,200 Americans, including 439 parents with children
currently attending public schools, and 237 public school teachers. The margin or error for the general
public portion of the survey is plus/minus 3.4%. It is also based on a mail survey of 734 decision-
makers in business, government, the media and other sectors. The mail survey explored the views of
some 417 educational administrators across the country as well. The study also draws on results from a
dozen focus groups in different parts of the country.
Key findings from Assignment Incomplete:
Public versus Private:
Sixty-one percent of Americans say private schools are more likely to provide order and
discipline in the classroom; 18% say their local public schools are better at this. Fifty-three
percent say private schools have higher academic standards, versus only 24% who think
standards are higher in local public schools. Fifty-one percent say private schools provide more
safety and security; 20% say public schools are safer. Fifty-four percent say private schools are
better at providing an environment that promotes values such as honesty and responsibility; 17%
say public schools are better in this area.
Seventy-five percent of teachers say public schools in their community are better than private
ones, but only 33% of the public and 29% of leaders agree.
Fifty-one percent of teachers say private schools are better at removing routinely disruptive
children from classrooms. Sixty percent say private schools are more likely to provide smaller
class size.
Only 33% of Americans think private school teachers are better than public school teachers; and
68% of leaders say teachers in public schools are the same or better than teachers in private
schools.
Among those who say private schools provide the better education, 57% of the public and 74%
of leaders say it is because "their approach to educating students is more effective," not because
private schools are choosier about which students they admit.
Forty-six percent, almost half, of America's leaders say their local public schools are only doing
a fair or poor job.
-more-
Focus on the Basics:
Nine in ten Americans (92%) say teaching the basics is "absolutely essential," as do 99% of
leaders, 98% of teachers and 100% of school administrators.
Sixty-five percent of leaders say a high school diploma does not guarantee the student has
learned the basics; 32% of teachers and 33% of school administrators agree.
Eighty percent of Americans feel teaching computer skills is "absolutely essential."
Sixty-three percent believe American history and geography are "absolutely essential;" 59% add
biology, physics and chemistry.
Higher Standards for All:
Seventy-one percent of Americans say with higher standards youngsters will "pay more attention
to their school work and study harder." Seventy-two percent say youngsters will "actually learn
more."
Only 13% of both teachers and the public think today's public schools expect students to learn
too much. Seventy-five percent of leaders say public schools' expectations of academic
achievement are too little.
No more than 10% of any group - the general public, parents, teachers, or leaders - feel today's
students are under too much academic pressure. In contrast, 40% of Americans feel students
face the most pressure from friends, 27% from troubled families, and 20% from the threat of
drugs and crime in their neighborhoods.
The Value of Education:
Fifty-nine percent of the general public and 57% of teachers say a diploma is important because
employers are reluctant to hire people without one, rather than because it represents knowledge
and skills. In contrast, 60% of leaders say a diploma is important because it represents skills and
knowledge that are useful on the job.
Only 11% of teachers say academics are the most important factor in career success; 50% say
inner drive is most important; and 33% say "knowing how to deal with people well."
Seventy-one percent of Americans agree with the statement, "people who are highly educated
often turn out to be 'book smart' but lack the common sense and understanding of regular folks."
-more-
According to Assignment Incomplete, Americans' views on knowledge and learning are highly
pragmatic. They want their children to succeed socially and academically, but many are skeptical of the
value of high academic achievement. "A culture that glamorizes mediocre levels of learning is hardly
compatible with global forces that daily put a higher premium on knowledge," said Wadsworth. "As
with latent health hazards, people deserve to know that, 'A lack of real learning could be hazardous to
your child's health!"
Assignment Incomplete is a follow-up report to Public Agenda's 1994 study, First Things First: What
Americans Expect from the Public Schools. It is also a part of a three-year project Public Agenda has
undertaken with the Institute for Educational Leadership to work with communities across the country
to sponsor in-depth discussions of education issues among educators, parents, business people, and
community residents. It was made possible by grants from Charles Stewart Mott Foundation, The Pew
Charitable Trusts, The Procter & Gamble Fund, TRW Inc., and The George Gund Foundation.
Additional Public Agenda reports on education reform include, The Public's Attitudes Toward the
Basics; The Broken Contract: Connecticut Citizens Look at Public Education; Divided Within,
Besieged Without: The Politics of Education in Four American School Districts; Educational Reform:
The Players and the Politics; and Crosstalk: The Public, The Experts, and Competitiveness.
Public Agenda is a nonpartisan, nonprofit public opinion research and education organization working
to help citizens better understand complex policy issues and to help the nation's leaders better
understand the public's point of view. It was founded in 1975 by Daniel Yankelovich and Cyrus Vance.
The Institute for Educational Leadership (IEL) is a 30-year old nonpartisan and nonprofit organization
whose mission is to develop, inform, and support leaders for the purposes of improving educational,
economic, and civic opportunities for all.
-30-
Assignment Incomplete: The Urfinished Business of Education Reform
TABLE 1
Comparison of Public and Private Schools
Question: "Now I'm going to ask you to compare your community's public schools and the
private non-religious/Catholic/Christian schools. In your area, which schools are generally
more likely to provide:"
*Question wording was tailored to fit respondent's point of comparison.
(compares public to combined private responses)
GENERAL PUBLIC
PARENTS
Public
Private
Same
Public
Private
Same
An environment that teaches
kids how to deal with people
from diverse backgrounds
53%
22%
7%
54%
19%
8%
A better education for kids
with special needs, such as
the physically handicapped
51%
23%
6%
49%
22%
6%
Tried and true teaching
techniques
29%
36%
16%
32%
29%
18%
A school policy that removes
kids who are routinely
disruptive
29%
42%
11%
29%
38%
12%
A better preparation for
college
27%
45%
13%
29%
40%
12%
Better teachers
26%
33%
22%
30%
26%
23%
Higher academic standards¹
24%
53%
8%
26%
45%
9%
Good work habits
22%
45%
19%
25%
38%
19%
More safety and security
20%
51%
13%
19%
46%
15%
More discipline and order
in the classroom
18%
61%
8%
18%
54%
10%
An environment that promotes
such values as honesty
and responsibility
17%
54%
16%
19%
46%
20%
Smaller class size
13%
67%
6%
13%
65%
5%
An appreciation for religious
values
11%
70%
4%
9%
69%
5%
Leader wording: "expectations" instead of "standards"
Note: Percentages in tables may not add up to 100% because
"not sures" are not reported, or because of rounding. Rounding
may also cause slight discrepancies between numbers in the text
and numbers in tables.
© 1995, Public Agenda
Assignment Incomplet.
islied
Beliness
Education Reform
TABLE 2
Satisfaction with Public Schools
Question: "Overall, would you say that the public schools in your community are doing an
excellent, good, fair or poor job?"
GENERAL PUBLIC
PARENTS
TEACHERS
LEADERS
Excellent
16%
24%
42%
11%
Good
39%
47%
46%
42%
Fair
26%
21%
11%
34%
Poor
10%
7%
1%
12%
TABLE 3
Proposed Solutions for Failing Public Schools
Question: "If the public schools in your community had been failing to give kids a quality
education for 10 or 15 years, which of the following would you want done FIRST:"
GENERAL PUBLIC
PARENTS
TEACHERS
LEADERS
Give parents vouchers to make
private schools a more
affordable option
28%
30%
6%
16%
Overhaul the public schools
28%
25%
47%
65%
Increase the money
public schools get
20%
25%
28%
6%
Have companies that specialize
in education run the local
public schools
10%
8%
4%
8%
Have the state government
take over and run the local
public schools
6%
3%
7%
2%
© 1995, Public Agenda
OF EDUCTION
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES of AMERICA
OFFICE OF THE SECRETARY
November 2, 1995
NOTE TO:
Secretary Riley
Deputy Secretary Kunin
Mike Smith
Mike Cohen
Kay Casstevens
Kay Kahler
Frank Holleman
Leslie Thornton
Kevin Sullivan
FROM:
Terry Peterson
I have been trying to continually summarize the different ideas around education that seem to
connect with the public and that match our agenda.
Attached is a draft for possible discussion at the Hot Issues meeting.
If you have any hot changes that you would like to suggest, please let us know by about 3:30 and
we will try to incorporate them.
Careo to ous stlf (immetis fin)
4 FYI
L) -hylt ?
not
600 INDEPENDENCE AVE., S.W. WASHINGTON. D.C. 20202
throughout
the
Nation.
DRAFT 11/02/95
President Clinton is fighting for education as the best way to get young people on the right
course so they and their families can make the most of their lives in this changing economy. He
is for:
I.
Improvements in Quality education so our children get a leg up on the future
and make up a strong country with a strong economy.
A.
Elementary schools that rigorously teach our students the basics to high standards.
B.
Middle and secondary schools that
1.
make the connections for our students between K-12 education and college
and/or productive employment and careers; and
2.
rigorously teach the basics and advanced skills, work habits, discipline,
and respect to prepare our students to bridge that connection between
childhood and responsible adulthood.
C.
Strengthening the quality of training of teachers.
D.
Forming private-public partnerships throughout America to get computer
technology and technology-trained teachers in America's classrooms as fast as
possible.
E.
Improving student loans and financial aid so deserving students can go to college.
II.
The fight against civic decay and the wedge issues that divide us.
A.
Public schools that are not hostile to religion and respect individual religious
beliefs.
B.
Positive, effective ways to deal with the violence and drugs in and around our
schools.
1.
trained safety and drug officers in our high schools.
2.
special training for teachers in violence and drug prevention.
C.
Public schools providing on a year-round basis safe, disciplined, supportive,
environments, and after-school mentoring programs for youth.
D.
Schools once again stressing civic responsibility and citizenship education.
E.
Advocacy of "V" chips in television for parents to control the television
programming available to their children.
III.
Support of increased parent involvement in education.
A.
Promote new opportunities to improve communications between parents and
teachers to provide an early warning system for students in trouble as well as
regular communication about students who are doing well..
B.
Encourage and support parent involvement in education (e.g., reading with their
children, talking to their children's teachers).
C.
Increased policies in the workplaces of America supporting employee
involvement in their own or other children's education and schools.
D.
Support for young parents to learn how to work with, and be advocates for, their
children.
E.
At least one caring and supportive adult in the life of every child.
IV.
Increased investment in improved quality of education and better
college loans and financial aid for deserving college students.
A.
Provide every low-income school with the equivalent of a reading and math
specialist to help bolster student performance in the basics and two teaching
assistants to work with parents and volunteers to help children with homework
and tutoring (through expansion of Title I).
B.
Expand Safe and Drug-Free schools to include funding for better discipline:
uniforms in schools, alternatives for disruptive students, drug testing, etc.
C.
Expand the availability of computer technology in the classroom to strengthen
learning in the core subjects.
D.
Provide new learning opportunities and internships, apprenticeships in business
for students who will enter the workplace directly (through expansion of the
School-to-Work Opportunities Act).
E.
Provide better, streamlined Direct Loan program for college students.
F.
Double the funding for Work-Study for college students and increase Pell Grants.
G.
Provide half a million teachers every year with the opportunity to upgrade their
technology skills to better teach students in the basics and major subjects. All
teachers would be reached in 5 years (through an expansion of the Eisenhower
Professional Development Program).
H.
Initiate an After-school Academic Challenge Fund available to local communities
that want to expand educational opportunities beyond the regular school day and
year.
I.
Provide excellence grants to 40,000 of America's schools most committed to
improving standards of achievement and discipline, and forge new local
partnerships for quality education (through expansion of Goals 2000: Educate
America Act).
J.
Promising Innovations
1.
Charter Schools
+$50-100 million
2.
Fund for Improvement of Postsecondary Education +$100-150 million
3.
Gifted and Talented
+$20 million
THE PUBLIC AGENDA FOUNDATION
shat new Rolling
October 6, 1995
Dear Colleague:
A year ago we released a comprehensive study of citizens' views on education
reform entitled, First Things First: What Americans Expect from the Public
Schools. We did not anticipate the overwhelming response this study would
receive nor the impact it would have on the reform debate. First Things First
clearly conveyed to readers why the priorities of many educators and reformers
were out of sync with the views of the general public.
OFFICERS
Cyrus R. Vance
CHAIRMAN
Our latest study, Assignment Incomplete: The Unfinished Business of
Daniel Yankelovich
Education Reform, takes up where First Things First left off. Our findings, in
PRESIDENT
and of themselves, are interesting and at times surprising. They are also the
Maurice Lazarus
basis for the launch of a joint Public Agenda-Institute for Educational
CHAIRMAN. EXECUTIVE COMMITTEE
Leadership initiative to engage citizens in town meetings across the country in
BOARD OF DIRECTORS
genuine productive deliberation about their expectations of public education.
William T Coleman. Jr.
O'MELVENY & MYERS
Assignment Incomplete explores why support for public schools is in jeopardy;
Sidney Harman
HARMAN INTERNATIONAL
why Americans are so focused on the basics; whether people are really
INDUSTRIES. INC.
committed to higher standards; and whether they value education in and of
Bobby R. Inman
itself. It is clear from this study that while citizens may not yet be ready to
ADMIRAL U.S. NAVY (RETIRED)
abandon the public school system, unless schools begin to deliver on what the
David Mathews
public considers to be essential elements of education, support for public
KETTERING FOUNDATION
schools is in jeopardy.
Ann McLaughlin
FORMER U.S. SECRETARY Of LABOR
Judith Davidson Moyers
Assignment Incomplete also comments on Americans' attitudes toward the
PUBLIC AFFAIRS TELEVISION INC.
value of education itself. In a nutshell, Americans want their children to succeed
MEMBER EMERITUS
socially and academically, but many are skeptical of the value of high academic
Frank Stanton
achievement. This finding surely has implications for those who continue to
FORMER PRESIDENT. CBS INC
glamorize mediocre levels of learning in the face of global forces that daily put a
higher premium on knowledge.
As with First Things First, I think you will find Assignment Incomplete a
thought-provoking study. I hope it will also be useful to you as you continue to
address the country's education needs.
Sincerely,
Debural
Deborah Wadsworth
Executive Director
6 East 39th Street, New York, New York 10016 212-686-6610
A Summary of Findings From
Assignment Incomplete:
The Unfinished Business of Education Reform
Section 1 - Why Support for Public Schools is in Jeopardy
American support for public education is fragile and porous. Although many people voice initial approval
of their own local public schools, this support disintegrates at the slightest probing. People think private
schools do better than public schools in the areas that are most important to them - safety, order, standards,
and smaller classes. Moreover, if they could afford to, the majority of public school parents would send
their children to private schools. Despite their disappointment with public schools, however, most
Americans are not ready to dismantle the public system. People would like the public system to work - to
provide the environment and standards that are conducive to teaching and learning. But people also are
clearly frustrated and confused about how to make this happen. Understanding of such alternatives as
vouchers and privatization is fragmentary, and people are divided over whether more money will
improve schools. Neither the advocates of public education nor the proponents of private alternatives
should confidently count the American public on their side.
Sixty-one percent of Americans say private schools are more likely to provide order and discipline
in the classroom; 18% say their local public schools are better at this. Fifty-three percent say private
schools have higher academic standards, versus only 24% who think standards are higher in local
public schools. Majorities also say private schools provide more safety and security and are better
at providing an environment that promotes values such as honesty and responsibility.
Seventy-five percent of teachers say public schools in their community are better than private ones,
but only 33% of the public and 29% of leaders agree.
Fifty-one percent of teachers say private schools are better at removing routinely disruptive
children from classrooms; 60% say private schools are more likely to provide smaller classes.
Only 33% of Americans think private school teachers are better than public school teachers.
Among those who say private schools provide the better education, 57% of the public and 74% of
leaders say it is because "their approach to educating students is more effective," not because
private schools are choosier about which students they admit.
Almost half of leaders (46%) say their local public schools are doing only a fair or poor job.
Section 2 - Why Americans are so Concerned About Basics
The general public, parents, leaders, teachers, and educational administrators agree - by overwhelming
margins - that teaching basics such as reading, writing, and arithmetic is "absolutely essential." At the same
time, large numbers of Americans are persuaded that many youngsters get high school diplomas without
mastering those basics. People often express frustration at the seeming inability of America's schools to
teach all children these rather simple skills. They see the "3 R's" as the centerpiece of a triumvirate of
fundamentals that form the foundation of learning. These include the ability to work hard and apply
oneself, proficiency in computers, along with reading, writing and arithmetic.
Nine in ten Americans (92%) say teaching the basics is "absolutely essential," as do 99% of leaders,
98% of teachers and 100% of school administrators.
Sixty-five percent of leaders say a high school diploma does not guarantee the student has learned
the basics; 32% of teachers and 33% of school administrators agree.
Eighty percent of Americans feel teaching computer skills is "absolutely essential."
Sixty-three percent believe American history and geography are "absolutely essential;" 59% add
biology, physics and chemistry.
© 1995, Public Agenda
Section 3 - Raising Standards . What People Want, What They Fear
Americans strongly and consistently support higher academic standards. While they understand that
enforcing higher standards will have consequences, they are convinced that higher standards will improve
student motivation, and consequently, increase learning. Although educators often question public
support for higher standards, the public thinks it is educators themselves who continually undermine those
standards - by giving diplomas to youngsters who can barely read or write and by passing youngsters from
grade to grade when they have failed to learn what was expected. People support the creation and
enforcement of higher standards for all children, even those from disadvantaged backgrounds, but they
don't want children unnecessarily frightened or pressured. In short, people want standards that motivate,
not standards that destroy.
Seventy-one percent of Americans say with higher standards youngsters will "pay more attention
to their school work and study harder." Seventy-two percent say youngsters will "actually learn
more."
Only 13% of both teachers and the public think today's public schools expect students to learn too
much. Seventy-five percent of leaders say public schools' expectations of academic achievement
are too little.
No more than 10% of any group - the general public, parents, teachers, or leaders - feel today's
students are under too much academic pressure. In contrast, 40% of Americans feel students face
the most pressure from friends, 27% from troubled families, and 20% from the threat of drugs and
crime in their neighborhoods.
Section 4 - What About the Pursuit of Knowledge?
Most Americans do not place a high value on knowledge for its own sake. People's views on knowledge
and learning are highly pragmatic. For example, while parents want their youngsters to learn whatever it
takes to get jobs, they express little enthusiasm for knowledge that offers no immediate practical use.
People are also skeptical about the real-world value of top-notch academic achievement - getting good
grades and pulling in high test scores. And for those hoping to persuade Americans that the next
generation needs to be much more highly-educated, there is still one more hurdle: Large numbers of
Americans think highly educated people are often socially clumsy, impractical, and "book smart," and
overall just a little "too big for their britches."
Fifty-nine percent of the general public and 57% of teachers say a diploma is important because
employers are reluctant to hire people without one, rather than because it represents knowledge
and skills. In contrast, 60% of leaders say a diploma is important because it represents skills and
knowledge that are useful on the job.
Only 11% of teachers say academics are the most important factor in career success; 50% say inner
drive is most important; and 33% say "knowing how to deal with people well."
Seventy-one percent of Americans agree with the statement, "people who are highly educated
often turn out to be book smart' but lack the common sense and understanding of regular folks."
© 1995, Public Agenda
Public Agenda is a nonprofit, nonpartisan organization that seeks to raise the level of public discussion about
critical policy choices facing the nation. This study was done in collaboration with the Institute for Educational
Leadership. Copies of Assignment Incomplete are available from Public Agenda, 6 E. 39th Street, New York, New
York 10016. Tel: 212-686-6610, Fax: 212-889-3461 ($10 each, or $5 for 10 or more copies. Please add $2.50 for
shipping and handling on one book, $5 for 2-5 books, or $10 for 6-25 books.)
S S -gn&ent
nC ete
Assignment Incomplete:
The Unfinished Business of Education Reform
A REPORT FROM PUBLIC AGENDA
Funding for research and publication of this report was provided by:
Charles Stewart Mott Foundation
The Pew Charitable Trusts
The Procter & Gamble Fund
TRW Inc.
The George Gund Foundation
This study was conducted as part of a joint project of
Public Agenda and the Institute for Educational Leadership.
© 1995, Public Agenda. All rights reserved.
Unauthorized duplication of this report is a violation of copyright.
Design and Layout: Nancy Hom
Assignment Incomplete:
The Unfinished Business of Education Reform
A REPORT FROM PUBLIC AGENDA
By Jean Johnson
With
Steve Farkas
Will Friedman
John Immerwahr
and
Ali Bers
Chris Perry: Consulting Editor
Public Agenda 1995
4
Assignment Incomplete: The Unfinished Business of Education Reform
TABLE OF CONTENTS
Acknowledgments
7
Preface
9
Section 1: Why Support for Public Schools Is In Jeopardy
11
Section 2: Why Americans are Obsessed with the Basics
18
Section 3: Raising Standards - -What People Want and
What They Fear
23
Section 4: What About the Pursuit of Knowledge?
28
Afterword by Deborah Wadsworth
35
Supporting Tables
37
Methodology
44
Notes
44
Related Publications
46
5
Assignment Incomplete: The Unfinished Business of Education Reform
ACKNOWLEDGMENTS
T
he authors of this report would like to thank the following people who played
important roles in the creation of this work:
Jacqueline Danzberger and Michael Usdan of
Tony Cipollone, Annie E. Casey Foundation,
the Institute for Educational Leadership for
Angela Covert, Atlantic Philanthropic Service
their continual support and enthusiasm for
Company, Chris Cross, Council for Basic
our work. They have been thoughtful and
Education, Paul Goren, formerly at the
gracious partners throughout this endeavor.
National Governors' Association, now
assistant superintendent of schools in
Jill Boese and Stephen Immerwahr, our
Minneapolis, Michael Jackson, TRW, Rick
former Public Agenda colleagues who are now
Mills, Commissioner of Education in New
pursuing advanced studies at Duke and
Columbia universities respectively. Their
York, Bella Rosenberg, American Federation of
Teachers, and Susan Traiman of The Business
research "smarts" and reliable good humor
Roundtable. Each has been an enthusiastic
were among our most important assets in
bringing this study to completion.
proponent of Public Agenda's work and a
fierce champion within the reform commu-
Margaret Suzor, Public Agenda's astute and
nity of the need to take public concerns
energetic communications director, and our
seriously.
other hard-working and patient Public
Agenda colleagues - Todd Amodeo, Bill Carr,
Donna Rhodes at the Mott Foundation,
Christin Connolly, Arlene Fliesler, Kerry Flynn,
Robert Schwartz at Pew, Bob Wehling at Proctor
Kathie Johnson, Janet Polokoff, and Alex Trilling.
& Gamble, David Bergholz at Gund, and once
Without their superb efforts, our work
again Michael Jackson at TRW for their
would, literally, still be sitting on the shelves.
willingness to support this research and their
belief in our work.
Sara Straus and Gillian Garfinkle, our
splendid summer interns, for their efficient
Deborah Wadsworth, Public Agenda's
and intelligent assistance on this project.
executive director, whose intelligent advocacy
made this project a reality and whose insight
Keith Melville, Michael deCourcy Hinds, and
and judgment are indispensable ingredients
Caroline Corbin for their patience during the
in all of Public Agenda's work.
crunches and the continual intellectual
stimulation they provide.
Daniel Yankelovich, whose seminal thinking
about public opinion guides and enriches
Public Agenda's endeavors.
7
Public Agenda ©1995
About Public Agenda
Founded over a decade ago by public opinion analyst Daniel Yankelovich and former
Secretary of State Cyrus Vance, the Public Agenda works to help average citizens better under-
stand critical policy issues and to help the nation's leaders better understand the public's point
of view. Public Agenda's indepth research on how average citizens think about policy forms the
basis for extensive citizen education work. Its citizen education materials, used by the National
Issues Forums and media outlets across the country, have won praise for their credibility and
fairness from elected officials from both political parties and from experts and decision-makers
across the political spectrum.
About the Institute for Educational Leadership
The Institute for Educational Leadership (IEL) is a not-for-profit organization whose mission
is to improve educational opportunities and results for children and youth by developing and
supporting leaders who work together. To achieve these results, IEL works with the leaders and
emerging leaders of education, human and health service agencies at all governmental levels, non-
profits, corporations and private foundations. It is located at 1001 Connecticut Avenue, NW,
Suite 310, Washington, DC 20036. Tel: (202) 822-8405. Fax: (202) 872-4050 On-Line:
[email protected]
A National Conversation: A Joint Project of Public Agenda and IEL
Public Agenda and IEL have launched a project to engage citizens in a civil and thoughtful
conversation about their expectations of public education. Based on significant opinion and
communication research conducted to date, including findings reported in this study, Public
Agenda and IEL will create a process, plus materials, to encourage such conversation in a series
of local town meetings. These meetings will be held in eight pilot sites during 1996. Based on
evaluations from the pilot sites, the process will be fine-tuned and, ideally, be used as a basis
for similar town meetings nationwide. Too often, discussions of education have been held
captive by groups and elected officials with narrow, sometimes short-sighted, concerns. The
primary goal of this project is to provide a fresh framework so that citizens may engage in
genuine and productive deliberation about the schools. For more information about the project,
contact Jacqueline Danzberger at IEL.
8
Assignment Incomplete: The Unfinished Business of Education Reform
PREFACE
A
ssignment Incomplete is a follow-up report to Public Agenda's 1994 study on public
school education, entitled First Things First. That study, reflecting the in-depth
attitudes of over 1,100 Americans, suggested that in many important ways the public
and reformers are on dramatically different wavelengths. For its part, the public is persuaded
that schools cannot succeed unless they are safe and orderly, and unless teachers concentrate,
first and foremost, on helping children master basic skills. Education reformers, meanwhile,
have focused their attention elsewhere - for example, on the need to teach higher order,
conceptual skills and on dramatically raising standards to achieve that goal.
The response to First Things First has been
importance do the American people really
encouraging. Many reformers have taken the
attach to knowledge and learning?
public's message to heart, devoting more
serious attention to safety and order in the
Assignment Incomplete reports on findings
schools and reexamining their own goals and
from research conducted in the summer of
messages in light of what the public has to
1995. The study included two components: a
say. As Public Agenda had hoped, the re-
national telephone survey measuring the
search has helped educators and reformers
views of 1,200 Americans, including 439
understand where they can count on strong
parents with children currently attending
public support, where they are likely to
public schools, and 237 public school
encounter stiff resistance, and where they
teachers; and a mail survey tapping the views
need to take a second look at their own goals
of 734 decision-makers in business, govern-
(and rhetoric) if the public schools are indeed
ment, media, and other
to reflect the public's thinking.
sectors. The mail survey
also explored the views of
From the public's
some 417 educational
perspective, educa-
The New Debate over the Future of
administrators across the
tors have yet to
Public Education
country. Although Public
deliver on their
Agenda will issue a more
From Public Agenda's perspective, how-
detailed interpretation of
most important
ever, much important work remained to be
educators' views later this
assignments.
done. We saw a need, not only to monitor
fall, we have reported the
public attitudes during the reform process but
views of teachers and administrators where
also to delve even more deeply into emerging
they seem particularly revealing. The study
issues. For in the last year or so, a new debate
also draws on results from dozens of focus
has mushroomed among educators and
groups in different parts of the country -
decision-makers regarding the very future of
some conducted specifically for this study
public education. In Wisconsin, for example,
and others conducted for other current Public
legislation allowing parents to use tax-funded
Agenda projects on education (See Methodol-
vouchers to send their children to religious
ogy).
schools has provoked a court battle, with
private donors stepping in to provide tuition
pending a judicial ruling. Communities such
When Is Public Thinking Stable?
as Baltimore and Hartford have mounted
We have tried throughout this report to
bold experiments in which private companies
differentiate between areas where public
manage public schools.
thinking is stable, and unlikely to change
Assignment Incomplete investigates the
with further discussion, and areas where
public's perspective on this exceptionally
public thinking is fragmentary or unsettled.
important policy debate. We also return to
Opinion analyst Daniel Yankelovich, an
two key topics covered by First Things First -
explorer of trends in American thinking for
attitudes about teaching basics and raising
over four decades (and with Cyrus Vance, a
standards - in an attempt to help educators
co-founder of Public Agenda), recommends
and decision-makers better understand the
three criteria for judging when public opinion
public's thinking. Finally, we explore the
is likely to be stable: One, do responses
public's views of education itself. What
change when questions are worded differ-
9
Public Agenda ©1995
ently? Two, are people's views internally
basics. The findings also suggest that the
consistent, or do they say one thing at one
American people themselves have an assign-
time and something quite different a few
ment to complete. In several key areas,
moments later? And three, do people stick
people have not considered issues as fully
with their views even when the costs and
and carefully as they need to in order to
trade-offs associated with a course of action
make decisions they themselves can live with.
are made clear? In reporting our results, we
have attempted to help educators and others
And finally, our own work is incomplete.
understand these distinctions. From Public
This report itself is part of a larger effort that
Agenda's perspective, such understanding is
will continue at least through 1997. Public
essential to grasp the public's viewpoint
Agenda, joined by the Institute for Educa-
accurately and to interpret the findings
tional Leadership, will work with communi-
responsibly.
ties across the country to sponsor in-depth
discussions of education issues among educa-
Lastly, we call this report Assignment
tors, parents, business people, and commu-
Incomplete for several reasons. As we report in
nity residents (See A National Conversation,
the following pages, the findings suggest
page 8). Based on the findings we report
strongly that from the public's perspective,
here, we are convinced that educators and
educators have yet to deliver on their most
the American people still have much to
important assignments, such as teaching the
discuss.
Assignment Incomplete: The Unfinished Business of Education Reform
SECTION ONE
WHY SUPPORT FOR PUBLIC SCHOOLS IS IN JEOPARDY
This Section In Summary
A
merican support for public education is fragile and porous. Although many people
voice initial approval of their own local public schools, this support disintegrates at
the slightest probing. People think private schools do better than public schools in the
areas that are most important to them - safety, order, standards, and smaller classes. More-
over, if they could afford to, the majority of public school parents would send their children to
private schools.
Despite their disappointment with public schools, however, most Americans are not ready to
dismantle the public system - at least not yet. People would like the public system to work -
to provide the environment and standards that are conducive to teaching and learning. But
people also are clearly frustrated and confused about how to make this happen. Understanding
of such alternatives as vouchers and privatization is fragmentary, and people are divided over
whether more money will really improve the schools. Thus, in the battle over the future of
public education, the public is essentially "up for grabs." Neither the advocates of public
education nor the proponents of private alternatives should confidently count the American
public on their side.
Introduction
contends New Yorkers are
Although many
with theirs? If so, why?
people voice initial
In a recent speech calling for sweeping
What does the public
approval of their
reform of city schools, New York City Mayor
consider wrong, and right,
Rudolph Giuliani suggested that without
own local public
with public schools? Just
such changes, public dissatisfaction will
how strong - or how
schools, this sup-
become so potent that movements to
tenuous - is the public's
port disintegrates
privatize school management and/or utilize
commitment to public
at the slightest
tax dollars for private schools will eventually
education? This section
probing.
succeed. These are ideas Mayor Giuliani says
outlines key findings on
he opposes.
the public's assessment of
public schools and its commitment to them.
A number of prominent New Yorkers
immediately took issue with the Mayor's
characterization of both the performance of
What We Want VS. What We Get
city schools and the public's view of them.
Still others countered that privatization and/
The American public is remarkably clear
or vouchers will produce far better results
about what it wants from public schools.
than "yet another overhaul" of the city's
Public Agenda's research on education, along
schools. But whatever one thinks of Mayor
with studies by many other groups, shows
Giuliani's views, or those of his opponents,
that people want safe, orderly schools where
his speech crystallizes a policy debate that
all children learn at least basic skills, and
extends far beyond New York City. It is a
more if possible. Americans from all walks of
debate that is taking place, or is about to
life, in every demographic group and in every
take place, in urban, suburban, and rural
part of the country, endorse the very same
districts nationwide.
list of priorities - safety, order, and the
basics.
This debate over the future of public
education raises important questions about
But although Americans' views about what
what Americans really think about the public
the schools should be doing are exceedingly
schools. Are Americans nationwide as dissat-
clear, their judgments about how well the
isfied with public schools as Mayor Giuliani
schools are doing are more complex and
11
Public Agenda 1995
ambiguous. Indeed, Americans' current
But, as we show in the following pages, this
thinking about the state of public education
initial approval masks underlying concerns
displays many of the hallmarks of opinion
and frustrations that genuinely disturb
that is unresolved and evolving. Researchers
people. Educators who are comforted by
have long observed that although Americans
positive responses to general, "How are the
express deep concern about "education" or
schools doing?" questions may be lulled into
"schools" in general, they routinely voice
a dangerous and false complacency. When
much more positive views about schools in
most people talk about public education, the
their own community.¹ But analysis by Public
word "crisis" may not be on the tips of their
Agenda shows that public support even for
tongues, but it may also not be far from their
local public schools is far more fragile than
minds.
many educators would like to believe.
Why Look at Private Schools?
Collapsing on the Specifics
In this study, Public Agenda tested the
This survey, like many others, picks up
softness of support for public schools in
initially positive reactions to local public
another way, by asking respondents to
schools. Over half (55%) of the public and
compare their own local public schools with
71% of parents with children currently
private schools in their areas. The compari-
attending public school initially give schools
son with private schools is particularly
in their community a "good" or "excellent"
revealing for two reasons. One, it cuts
rating. But the high levels of satisfaction
through nostalgia often associated with the
found in surveys evaporate at the slightest
past and at least partially addresses the
challenge - when people are asked to
argument that problems in schools today are
compare current schools with the ones they
largely a manifestation of broader social
themselves attended, when they are asked
developments, such as more single-parent
about specific areas such as discipline or
families or the influence of television. Two,
academic standards, when people are asked
comparing public schools to private schools is
whether they are getting their money's worth
interesting because so many critics are
as taxpayers, or when they are asked to
proposing vouchers as a remedy for the
compare public schools to private ones.² This
problems afflicting American education.
underlying negativity and disappointment
emerges repeatedly in focus group discussions,
even when conversation remains firmly
Public Schools: Suffering by
centered on local public schools.
Comparison
This phenomenon - the downward spiral
Many critics have pointed to private
in the public's views of local schools when
schools as models for what public schools
the questions become more precise - occur-
should be doing, suggesting that private
red starkly in Public Agenda's 1994 First
schools provide a better atmosphere for
Things First study. Positive, top-of-the-head
learning and are more successful in teaching
responses to local schools - 53% of respon-
children what they need to know. But
dents initially gave local schools a rating of
educators in public schools often recoil at this
"excellent" or "very good" - disintegrated
comparison, disputing the "success" or
the moment the questionnaire turned to
"effectiveness" of private schools compared to
specifics: 72% of respondents voiced concern
public ones, or attributing private school
about drugs and violence in local schools,
effectiveness to their selectivity. This survey
61% said low standards were a problem, 60%
asked the general public, parents with
complained about lack of attention to basics.
children now in public schools, public school
teachers, and community leaders to make the
The public's top-of-the-head endorsement
comparison."
of local public schools does mean something
- respect for the purpose of public schools,
Throughout this report, references to "parents" indicate
loyalty to a community institution, respect
parents with children currently in public schools, and
and affection for local teachers and students.
references to "teachers" indicate public school teachers.
12
Assignment Incomplete: The Unfinished Business of Education Reform
When first asked to compare the two
individually, helping them learn to the best of
systems, the public is fairly evenly split:
their abilities; teachers can also establish the
Almost four in ten Americans (39%) say
discipline and order that make learning
private schools in their community provide
possible.
the better education: a third (33%) say
public schools do better, and an unusually
large number of respondents (27%) say they
Leadership Disenchanted
are unsure which schools are best.³ But once
again, the phenomenon of disintegrating
Leaders in business, government, media,
support emerges. As the subject turns to
and other sectors surveyed for this study were
discipline and standards and values and class
even more likely than members of the public
size, Americans give the nod to private
to say private schools are superior. Eighty-two
schools by margins of two-to-one.
percent of leaders say private schools are
better at providing discipline and order in
This survey asked people to compare the
class; 65% say they have higher academic
performance of public schools to private ones
standards. Sixty-three percent say private
in 13 different categories ranging from safety
schools are more successful in providing an
to quality of teaching staff to teaching
environment that promotes honesty and
children with special needs. Questions
responsibility, and 58% say private schools
specifically asked respondents to think about
are superior in teaching good work habits.
public and private schools in their own
Leaders also show higher initial disapproval
communities. In 11 of 13 categories, plurali-
of local schools than do the general public or
ties say private schools do better. And it is in
parents. Even when first asked, almost half
the areas that Americans identify as most
(46%) of America's leaders say that local
important - safety, order, standards, and
public schools are only "fair" (34%) or poor
smaller classes - that private schools excel.
(12%). (Table 2)
(Table 1)+
A Public Poised for
As the subject
Private Schools: Winning in the Areas
Flight?
turns to discipline
that Count
and standards and
Perhaps most ominous
values and class
Sixty-one percent of Americans surveyed
for advocates of public
size, Americans
say private schools are more likely to provide
schools, almost six in ten
order and discipline in the classroom, com-
(57%) parents with
give the nod to
pared to only 18% who say their local public
children now in public
private schools by
schools do better in this arca. Fifty-three
schools would send their
margins of
percent say private schools have higher
children to private schools
two-to-one.
academic standards, compared to only 24%
if they could afford to do
who think standards are higher in local
so - 36% to a religious
public schools. Fifty-one percent say private
school and 21% to a non-religious private
schools provide more safety and security,
school. This, of course, is in addition to
compared to only one in five (20%) who
parents who have already selected private
think public schools are safer. And finally,
education for their children. A recent Empire
over half (54%) say private schools are better
State survey in New York showed similar
at providing an environment that promotes
results: 66% of New York City parents with
values such as honesty and responsibility.
children in public schools say they would
Only 17% say public schools do better in this
choose a private school for their children if
area.
they had the money.5
Private schools also score well in the
public's mind by providing smaller classes.
A Very Contrary View from Teachers
Sixty-seven percent of Americans say private
schools do better in this area, compared to
Public school teachers surveyed for this
13% for the public schools. Focus groups
study make a very different assessment of the
conducted for this project, and other Public
performance of public schools in their com-
Agenda projects, suggest that people think
munity. Three-quarters (75%) say public
smaller classes are doubly beneficial: In small
schools in their community are better than
classes, teachers can work with children
private ones, compared to only a third of the
13
Public Agenda 1995
public and 29% of leaders who make a
cated people to be doing what they're doing
similar judgment. Almost nine in ten public
for the amount of pay that they're getting."
school teachers (88%) rate local schools as
"good" or "excellent," compared to roughly
Americans who favor private schools also
half of leaders (53%) and the public (55%).
reject the notion that these schools succeed
In fact, about four in ten teachers (42%) say
because they refuse to admit less capable
local public schools are "excellent," compared
students or are able to expel disappointing or
to just 11% of leaders and 16% of the public.
unruly ones - an argument often made by
(Table 2)
public school educators and their supporters.
Among those who say private schools provide
Perhaps not surprisingly, seven of ten
the better education, 57% of the public and
teachers say public schools have better
74% of leaders say it is because "their ap-
teachers than private schools. But educators
proach to educating students is more effec-
also rate public schools as superior in key
tive" - not because private schools are
academic areas. Seventy-five percent of
choosier about which students they admit.
teachers say public schools are better or at
Research by Public Agenda in First Things
least equal to private schools in providing
First also shows that most Americans support
good preparation for college. Eight in ten
giving public schools themselves more leeway
(82%) teachers say public schools are better
to remove students who are repeatedly
or at least equal to private schools in using
disruptive or are dangerous to teachers or
"tried and true teaching techniques."
other students from regular classrooms.⁶
However, there are two areas where
teachers appear to envy private schools. Half
Socialization and Diversity: A Major
of teachers (51%) say private schools are
Public School Asset
better at removing routinely disruptive
children from classrooms, and 60% say
Private schools do not win the battle for
private schools are more likely to provide
public approval hands down. Americans say
smaller class size. (Table I)
public schools are better than private schools
in two areas, one of which is teaching chil-
Americans Blame Policies, Not People
dren to live in a diverse society. Over half of
the public (53%) and almost six in ten
The public's verdict that private schools
leaders (59%) say local public schools are
succeed where public schools fail is centered
more effective in teaching kids how to get
squarely on public school policies and
along with people of diverse backgrounds.
practices - not on the people involved.
Public Agenda's research for First Things
Neither the general public nor leaders
First found broad support for the public
attribute problems in public education to
schools' role in teaching children to live
inferior teachers or to the public schools'
together in a diverse society. Nine in ten
obligation to educate every child. Only a
Americans (95%) support the idea of schools
third of Americans (33%) think private
teaching "respect for others regardless of their
school teachers are better than public school
racial or ethnic background," while eight in
teachers, while one in four (26%) says that
ten (84%) advocate schools teaching that it is
public school teachers are better and 22%
good to "have friends from different racial
rate teachers the same. Leaders are even less
backgrounds and [to live] in integrated
likely than the public to say the problem
neighborhoods." And in focus groups, people
with public schools is the teaching staff. Over
routinely emphasize the ability to get along
two-thirds of the leaders (68%) say teachers
with different kinds of people as a quality
in public schools are the same (41%) or better
that is valuable in the workplace and the
(27%) than teachers in private schools.
community.
Positive attitudes about public school
Thus, public school superiority in this area
teachers also emerge frequently in focus
is not a trivial or inconsequential advantage.
groups where respondents routinely charac-
Americans' commitment to public schools as
terize them as well-intentioned professionals
a mechanism to help bind society together is
who labor against mighty odds for unimpres-
an important strength, especially as the
sive rewards. One Albuquerque woman was
nation becomes increasingly diverse. The
typical of many interviewed for this project:
question for public school proponents is
"Most of the teachers must be pretty dedi-
whether this advantage can offset widespread
14
Assignment Incomplete: The Unfinished Business of Education Reform
perceptions that too many public schools are
response to the question raised above, 28% of
unsafe and disorderly, with sub-par academic
the public wants to "overhaul the public
standards.
schools," and 20% would give them more
money. In contrast, 28% favor giving parents
vouchers to send their children to private
Special Education: A Mixed Blessing
schools. Even among parents whose children
Providing a better education for children
presumably would be the victims of a failing
public school system, and the primary
with special needs is the other category in
beneficiaries of a voucher system, only 30%
which public schools clearly outperform
list vouchers as their preferred approach.
private ones. Half of the public (51%) and
62% of leaders say public schools are superior
The idea of privatizing the management of
in this area. However, for many Americans,
public schools - presented in the question-
public school superiority in special education
naire as having "companies that specialize in
is a mixed blessing. While two-thirds of the
education run the local public schools" -
American people believe that physically
drew minimal support, 10% among the
handicapped children can and should be
public and 8% among leadership. However,
taught in regular classes, only one American
this concept did surpass the idea of having
in five (22%) thinks that children with
state government take over and run the local
"mental handicaps" can be successfully
public schools, which attracted a scant 6% of
"mainstreamed." Most people want such
the public and 2% of leaders.
children to receive an education that will
help them achieve to the best of their ability,
Even among leaders - by far the most
but many also worry that mainstreaming
skeptical, dissatisfied group - two-thirds
"takes away" from the education of "average
would overhaul the public schools as the
children" - both siphoning off funds and
remedy of choice. In contrast to the public,
distracting teachers in class.
leaders are much less eager
to attack problems in
public schools by provid-
The public itself
Lingering, But Precarious Support
ing more money - only
seems undecided
6% call this the best
about whether more
Findings from this study suggest that
course of action.
Americans believe private schools provide a
money would help
better education for most children. The
improve public
general public, parents, and leaders uni-
Is Money the Answer?
schools.
formly rate private schools better at providing
the essential, indispensable ingredients of
The public itself seems
education - safety, order, standards, small
undecided about whether more money would
classes. But these views - seemingly damning
help improve public schools. This survey
to the future of public education - coexist
presented people with a direct head-to-head
choice: Which course of action, the survey
alongside a public desire to save America's
public schools. People aren't sure how to save
asked, is more likely to improve local public
schools? "More money for up-to-date equip-
the schools, and they are unfamiliar with
ment, smaller classes, and increased support
many points in the debate over the future of
for kids with the greatest problems?" Or
public education, but it's certain that the
"higher standards and more discipline -
debate has been joined.
things that do not require additional
money?"
How to Fix Failing Schools
The public is split down the middle on
this question. Almost half (47%) believe their
This study presented respondents with a
local schools would improve with more
hypothetical, worst-case situation: Suppose
money while 45% say higher standards and
public schools in your own community had
more discipline would be more effective.
been "failing to give kids a quality education
Leaders, again, are less disposed to think
for 10 or 15 years." What remedy should be
money will help; only 36% would increase
tried first? (See Table 3) Even under these
local schools' funds. And surprisingly, this is
dire circumstances - more than a decade of
one area where the views of educators and
public school failure - almost half the public
the public are quite similar. Half the teachers
(48%) still wants to fix public schools rather
(49%) say more money would help, but 41%
than move to vouchers or privatization. In
vote for standards and discipline.
15
Public Agenda 1995
Failing Schools, Fractured Responses
survey findings should be viewed with
caution.
As we have already noted, Americans are
far from united in how to respond to a
picture of failing public schools. Some
Vouchers and Privatization: An
Americans want to overhaul public schools.
Embryonic Debate
Some think the problem is money. Some want
vouchers. A handful opt for privatization or
Focus groups from the last few years
a state takeover of the schools. The Public
suggest a growing public familiarity with
Agenda survey even pressed respondents for a
voucher plans, at least as they would affect
second response, asking people what they
individual families, and a generally positive
would do if their first option failed. Here
reaction among parents with youngsters now
again, however, no solid consensus emerges.
in public schools. However, participants
Americans seem to equivocate between
rarely show any real understanding of the
overhauling public schools or giving them
issues roiling debate among policymakers -
more money, or giving money directly to
for example, whether taxpayer funds should
parents to allow them to send their children
be spent on religious schools or whether
to private schools.
public schools would improve or decline if
they faced more competition from private
But how well do people actually under-
education. Respondents do occasionally
stand this policy debate - one with enor-
express concern about "children left behind,"
mous consequences for millions of American
but their comments suggest that this thought
children, parents, and taxpayers? Do people
has often just occurred to them. Even when
know how vouchers and privatization would
moderators ask about these arguments
work? Have they actually considered the
directly, they usually have to explain the
arguments for and against these alternatives?
various viewpoints, laying out the concerns of
opponents and advocates.
Changeable, Unresolved Public
Overall, focus group discussions suggest
Thinking
that most people have not thought seriously
about either the benefits or possible draw-
Survey questions examining people's views
backs of the widespread use of vouchers -
on vouchers and choice plans show variable
either the potential of dramatically upgrad-
results depending on how the questions are
ing the education most children receive
asked - an important signal to opinion
through competition or the possibility of
analysts that findings may be, to use the
creating a two-tiered system of educational
highly technical term, "mushy." Questions
"haves" and "have-nots."
that emphasize giving parents choice about
which schools their children attend routinely
The handful of focus groups Public Agenda
elicit a positive response, as do questions
has conducted which touch on privatization
about giving people choice in health care
suggest that this approach is not well under-
coverage or retirement plans.⁸
stood at all. Public Agenda did explore
attitudes about privatization in a 1994
The most recent Phi Delta Kappa/Gallup
study in the state of Connecticut, where this
Poll, which has looked at attitudes on schools
approach has been hotly debated. Here,
for the past 27 years, shows that 69% of
privatization also drew minimal support
Americans favor allowing parents and
(24%) from the public. Leaders in Connecti-
students to choose among public schools, but
cut were divided over the issue (32% in favor,
only 33% favor allowing them to choose to
35% opposed), with a surprisingly high 34%
attend "a private school at public expense,"
saying they were "not sure" whether or not
suggesting that people make some distinction
the state should rely on private companies to
between choice plans within public systems
run the most troubled school districts.⁹
and traditional voucher programs. The
current Public Agenda survey reveals some-
Looking for Answers
what conflicting patterns of thought among
public school parents. Over half prefer
Thus, the principal message from this
private schools for their children, but only
study is not what the findings say about
30% support vouchers as a remedy for
alternatives to a public system. Debate about
consistently failing schools. Again, when
these ideas, for the general public at least, is
people's views seem internally inconsistent,
nascent, and polling data on these issues will
16
Assignment Incomplete: The Unfinished Business of Education Reform
remain unreliable for some time. What leaps
public system certainly have the public's car,
out most strongly is public willingness,
and over a quarter of Americans express
despite deep disappointment. to give public
support for new approaches. But proponents
schools one more chance. There is no clamor
of alternatives also have much explaining to
to dismantle the current system, as there is,
do. So while advocates of public schooling
for example, when people talk about welfare
can probably count on a brief "extension" to
or the federal tax code. What people would
address public concerns, the message for those
really prefer, if they had their "druthers," is
who care deeply about public education
for the public schools to work.
seems clear: it would be unwise to assume
that public education is entitled to public
But when it comes to specific solutions,
support as a matter of birthright. The status
people's views seem unsettled and equivocal.
quo in public schooling is unlikely to be
Proponents of alternatives to the traditional
acceptable to most Americans forever.
What leaps out
most strongly is
public willingness,
despite deep disap-
pointment, to give
public schools one
more chance.
17
Public Agenda ©1995
SECTION TWO
WHY AMERICANS ARE OBSESSED WITH THE BASICS
This Section In Summary
T
he general public, parents, leaders, teachers, and educational administrators agree -
by overwhelming margins - that teaching basics such as reading, writing, and
arithmetic is "absolutely essential." At the same time, large numbers of Americans are
persuaded that many youngsters get high school diplomas without mastering those basics.
People often express anger and frustration at the seeming inability of America's schools to teach
all children these rather simple skills. They see the "3 R's" as the centerpiece of a triumvirate of
fundamentals that form the foundation of learning. These fundamentals include the ability to
work hard and apply oneself, proficiency in using computers, along with mastery of reading,
writing and arithmetic.
Introduction
rate view of what it really takes to do most
jobs. For some highly committed,
Over the past year, Public Agenda has
hard-working reformers, the notion of "teach-
presented findings from First Things First to
ing the basics" has become "educationally
many groups of educators around the coun-
incorrect."
try. The study shows that Americans are
deeply concerned about safety, order, disci-
Given the level of concern among reformers
pline, and the ineffective teaching of basic
about this strain of public thought, we have
skills. They are skeptical about teaching
returned to the issue in the current survey.
innovations that have a strong following
We have attempted to learn what people
among educators - ideas such as using
mean when they encourage schools to teach
calculators in early grades and heterogeneous
the basics, and whether, for most Americans,
grouping - and they are dubious about the
basics are just the beginning of education, or
way education reform is proceeding in many
an acceptable end, in and of themselves. In
communities. First Things First contained
this section, we present the results of this
disappointing news for many who have been
investigation.
laboring long and hard in the vineyards of
education reform.
Basics: The One Thing Everyone
To Public Agenda's surprise, no finding has
Agrees On
elicited as much dismay among education
reformers as the public's continuing preoccu-
The public's anxiety about children
pation with teaching children "the basics."
learning "basics" is indisputable. Moreover,
Educators (and others) make a compelling
the public is hardly alone in its judgment
argument that children need more than the
that basics are an educational necessity of the
basics to do today's jobs. Business and
highest order. The public's point of view is
industry need a work force capable of more
shared universally by leaders, teachers, and
than simply reading, writing, and doing basic
educational administrators. In focus groups
arithmetic, and from the individual's per-
- and Public Agenda has conducted over
spective, few Americans can expect to make a
100 focus groups on education issues over the
good living for themselves and their families if
last five years - moderators never even have
that is the extent of their skills.
to ask people about "basics." Ask people
about education, and the word pops up
Consequently, many reformers see teaching
spontaneously - in any part of the country,
basics as a simplistic, low-level goal. They
among any group of Americans.
fear that the focus on basics means that
Americans have dangerously low aspirations
The current survey merely confirms what
for their children and a disturbingly inaccu-
numerous other surveys have found: Ameri-
18
Assignment Incomplete: The Unfinished Business of Education Reform
cans see basics as the most important teach-
graduated. It's very disturbing." A teacher in
ing goal for any school. And for the public,
New Jersey talked about the students she sees
this goal is non-negotiable. Out of 16 areas
in her classes. "I had a student in my Span-
that might be emphasized in school - with
ish class this summer who was a native
categories ranging from "a love of learning" to
Spanish-speaker, and she could not write in
chemistry and physics, to values such as
English or Spanish You try to figure out,
honesty and tolerance - the basics easily
'How did this student get to be a senior in high
tops the list. Nine in ten Americans (92%)
school? Why wasn't this caught early on?"
say teaching the basics is "absolutely essen-
tial." Among leaders, the figure is an aston-
ishing 99%. (Table 6)
Doubt Among Teachers as Well
And although some reformers have greeted
Even teachers and school administrators
this particular message from the public with
who make very positive assessments of local
dismay, the focus on basics is shared, almost
public schools admit to substantial doubt.
universally, by teachers and other educators
Almost a third of teachers (32%) say that a
nationwide. Ninety-cight percent of teachers
high school diploma from their local public
and 100% of the school administrators
schools does not guarantee a mastery of
surveyed for this study agree that the basics
basics; a similar number of administrators
are "absolutely essential."
agree (33%). Interestingly, nine in ten
teachers and administrators say local schools
do a good or excellent job at teaching "basic
Diplomas Signifying Nothing
reading, writing and math skills," but it is
not clear from this study whether educators
But despite the preeminence people place
are merely admitting that some small number
on children mastering the basics, large
of students "slip through the cracks" because
numbers of Americans are not convinced that
standards are imperfectly
getting a high school diploma from their own
enforced, or whether these
local public high school guarantees even this
"How did this
findings reflect a sense
modest level of educational attainment.
that some level of "social
student get to be a
Almost half of Americans surveyed (47%) say
promotion" is acceptable
senior in high
they do not believe a high school degree is a
to many educators.
school? Why
guarantee that a student has learned the
basics. Parents of children currently attending
wasn't this caught
public school, whose views about local public
Other People's
early on?"
schools are more positive than the public
Children
generally, are almost as skeptical. Forty-one
-New Jersey Teacher
percent say a high school diploma does not
These findings also
necessarily mean the student has the basics.
suggest that Americans apply a "zero toler-
Among leaders, the number of skeptics totals
ance" standard when it comes to ineffective
almost two-thirds (65%).
teaching of basics. In focus groups, people are
In focus groups, people seem bewildered
genuinely disturbed by what is happening,
and frustrated that young people with a high
not to their own children, but to other
school degree lack seemingly simple basic
people's children.
skills. A Denver man was typical: "You come
across people who have graduated from high
Respondents in focus groups rarely talk
about children in their own families or
school and don't know how to read at all.
They can't read a newspaper and make sense
children they know personally when they
of it. They couldn't look at a legal document
express alarm about educational failure at
and understand what it's trying to say. I get
this level. But neither is their image gleaned
letters from people
and there are obvious
mainly from TV or other media. Their image
misspellings of simple words."
is frequently a youngster from the neighbor-
hood - someone they have actually encoun-
An Albuquerque woman made a similar
tered. The ubiquitous check-out clerk who
complaint: "I sce an awful lot of kids gradu-
can't make change is a staple of focus group
ating from high school now, coming in and
conversation in virtually every community
putting in applications at my place of work,
(and a phenomenon probably familiar to
and they can't even fill it out. But they've
readers of this report).
19
Public Agenda 01995
People do seem to acknowledge that, for
Birmingham woman painted the same picture
most kids, teaching of the basics goes reason-
- the basics as foundation, the basics as
ably well. For those who see basics as abso-
starting point: "If you do not have the basics,
lutely essential, 62% of the public (and 72%
then you're not going to learn anything else.
of parents) say local schools·do a good or
It's like climbing a set of stairs
one
step
at
excellent job. What disturbs people are the
a time."
exceptions - the youngsters who "fall
through the cracks." People are convinced
A first-grade teacher from Grand Rapids
that youngsters without basic skills are more
stressed the absolute priority of making sure
likely to be unemployed, go on welfare, or be
children learn to read: "Reading, writing, and
drawn into a life of crime. Consequently, for
math is very important. I feel that if they can
most Americans, this is not an issue they
read, they can add all this other stuff to it.
ignore just because their own children are not
But first, teach them to read."
directly affected.
Skills, Plus Values. But for the vast
majority of Americans, skills like reading and
The Fundamentals of Learning
writing will not take a child very far unless
other qualities are present. More than nine in
The public's concern about the basics is
ten (92%) Americans say teaching youngsters
hardly new. Exactly what people mean by the
basics is "absolutely essential." But almost as
term has been less clear. This study, along
many point to the importance of schools
with a series of focus groups conducted by
teaching (or at least reinforcing) a small circle
Public Agenda for The Business Roundtable's
of essential character traits. Eight in ten
Education Task Force, attempted to clarify
Americans say it is absolutely essential for
the public definition of "basics." Do people
youngsters to learn "good work habits such as
mean anything more than reading, writing,
being responsible and on time" (83%) and
and arithmetic? What about subjects such as
"the value of hard work" (78%).
history and geography? What about the
ability to think and reason? Do people
Almost three quarters (74%) of Americans
understand that modern jobs require more
would add "values such as honesty and
than mere basics?
tolerance of others" to their absolutely
essential list. These are not abstractions from
Focus groups suggest repeatedly that the
public's point of view. Americans across the
initial public definition is rather straightfor-
country and in every walk of life - the
ward - basics are the ability to read and
public, leaders, teachers, and other educators
write and spell the English language and do
- see these values as vital to successful
basic arithmetic. For most people, these skills
education and to a responsible and produc-
are important in and of themselves, and they
tive adult life.
are crucial if a child is ever to learn more.
A Birmingham man used his own job to
Basics are the skills that make all other
show why schools need to emphasize respon-
learning possible. For the public, and for
sibility and self-discipline: "It's building good
leaders, teachers, and other educators as well,
habits for life
When I go home tonight,
a child who does not master basics by junior
the first thing I'm going to want to do is turn
high or high school is educationally, and
on
the
TV.
But I've got two proposals due
probably economically, doomed. Unless kids
tomorrow, and I'm going to go to my office
get the basics, people say, they have very
and do those proposals
Most kids don't
little chance at a productive and contented
do that unless they're taught that at an early
life.
age
like in junior high school."
Reading and Writing as Foundation. Just
People believe that being able to apply
a small sampling of comments from the focus
oneself to a task and having the motivation
groups suggest how important and how
and self-discipline to carry the task out is
functional people think basics are. A Cincin-
what allows youngsters to succeed in educa-
nati woman put it this way: "I think academ-
tion and in later life. Asked what determines
ics have to be the foundation for all other
people's success in jobs and careers, 41% of
things. You may be able to get along well with
Americans choose "being persistent and
other people, but if you don't know how to
having inner drive" as the key factor, com-
tell time, and you don't know how to read,
pared to 27% who say an excellent academic
how can you really survive in the world?" A
background and 23% who choose "knowing
20
Assignment Incomplete: The Unfinished Business of Education Reform
how to deal well with people." Only a
English, writing, and probably computers." A
handful of Americans (no more than 6% in
woman in the same focus group immediately
any category) say success comes from "know-
agreed: "Years ago, reading, writing, and
ing the right people and having the right
arithmetic were considered the basics. Today,
connections." (Table 7)
basics are reading, writing, and computers."
The leaders surveyed for this study are
A Cincinnati man tied his concern about
individuals who have themselves achieved
computers specifically to the job market: "To
considerable success in their jobs and careers.
succeed in the future years, they [high school
Asked what contributes to success in later
graduates] have to have computer literacy.
life, they see a similar formula. Thirty-eight
They're just going to have to get that by the
percent say inner drive is the key factor, 32%
time they finish high school 'cause if they
choose an excellent academic background,
don't, they're just not going to be employ-
and 29% say dealing well with people is the
able. They're not going to get jobs. It's just
key. And like other Americans, leaders
that simple."
discount the role of "connections." Only 2%
think "knowing the right people" is the secret
to professional success.
Basics Only or Basics First?
Computers: The New Basic. Education
Some educators have expressed a concern
reformers, alarmed by the public's continuing
that the public's focus on basics could
focus on basics, often fear that too many
preclude schools' ability to educate children
Americans are caught "behind the times." Do
more broadly. But the public sees almost
Americans, reformers often ask, understand
exactly the opposite picture. For most Ameri-
that education today needs to be different
cans, it is virtually impossible for children to
than when they attended school? Focus
be more broadly educated - to acquire
group discussions show that most people do
higher skills - unless and
in fact pattern their vision of what children
until they master basics.
should learn on what they themselves
While some reformers fear
"Years ago, read-
learned. But surveys also show that people
that the public means
ing, writing and
continually adapt their view of what young-
"basics only," what the
arithmetic were
sters need to learn to accommodate the
public really wants is
considered the
realities of modern life. Previous research by
"basics first."
Public Agenda and others shows that Ameri-
basics. Today,
cans strongly support AIDS education, for
basics are reading,
example, and teaching about environmental
The Add-Ons
writing, and
and health hazards that, for many, were
essentially unknown during their own school
People do expect
computers."
students to learn a broad
years.
range of traditional
-Middletown NY Woman
The current survey demonstrates that
academic subjects, and
Americans have, once again, refurbished their
many of these are, like the 3 R's, considered
view of what children need to learn, and
"absolutely essential" by large numbers of
clearly proficiency in using computers is near
Americans. Sixty-three percent of those
the top of that list. Eight in ten Americans
surveyed believe American history and
(80%) say that teaching computer skills is
geography are absolutely essential; 59%
"absolutely essential," reflecting both a
would add biology, physics and chemistry.
willingness to adapt their concept of educa-
Large numbers of Americans also add skills
tion and at least a partial understanding of
that are useful to society and living in the
what is needed to ready the next generation
modern world. For example, two-thirds (66%)
for the world of work.
say it is "absolutely essential" for the schools
Like concern about the more traditional
to teach "the habits of good citizenship";
64% add the ability "to deal with social
basics, concern about computer skills is
problems like drugs and family breakdown."
spontaneous, immediate, and ubiquitous in
focus groups on education. People recognize
A Bridgeport businessman talked about the
the need: they have thought about it and
importance of more comprehensive learning,
internalized it. A man in Middletown, NY
and his concern about youngsters who seem
simply added it to his list when the modera-
to have little sense of what education offers:
tor asked what he meant by basics: "Math,
"I have college students that work for me that
21
Public Agenda ©1995
don't know where South America is
They
And lastly, almost six in ten Americans
have
no
idea [when] the Middle Ages were
(57%) would add "curiosity and a love of
They have no sense of the scope of history,
learning" to their absolutely essential list.
no sense of mathematics, and no sense of
geography.
I find it hard to believe that
Schools as Sole Supplier
they can succeed with that lack of process-
ing."
The basics are a special category for the
public. Teaching basics, unlike teaching
Fifty-seven percent say that it is absolutely
values such as responsibility and
self-discipline, or even getting youngsters
essential for the schools to teach "practical
familiar with computers, is seen as the
skills for office or industry," although this is
exclusive province of the schools. No one else
one of few areas investigated in this study
can do it. It is the schools' minimum contrac-
where leaders' views diverged sharply from
tual obligation, and people are dismayed to
those of the public. Only one of every three
encounter youngsters who have attended
leaders places "practical skills" for office or
public schools, even graduated from public
industry in the essential category. Other
schools, without these basic skills. This
surveys of business leaders have suggested
inability to get the results they want - every
that employers prefer the schools to concen-
child reading and writing English well and at
trate on academics and good work habits.
least being able to make change - angers and
With that base, employers believe they can
frustrates people. And that frustration leads
most effectively design practical workplace
to a preoccupation, as people say, "This is the
training 10
schools' major job, and they aren't doing it."
22
Assignment Incomplete: The Unfinished Business of Education Reform
SECTION THREE
RAISING STANDARDS - WHAT PEOPLE WANT, WHAT THEY FEAR
This Section In Summary
A
mericans strongly and consistently support higher academic standards. While they
understand that enforcing higher standards will have consequences, they are
convinced that higher standards will improve student motivation, and consequently,
increase learning. Although educators often question public support for higher standards, the
public thinks it is educators themselves who continually undermine those standards - by
giving diplomas to youngsters who can barely read or write and by passing youngsters from
grade to grade when they have failed to learn what was expected. People support the creation
and enforcement of higher standards for all children, even those from disadvantaged back-
grounds, but they don't want children unnecessarily frightened or pressured. In short, people
want standards that motivate, not standards that destroy.
Introduction
cans are willing to stay the course. Two
factors from the research suggest the strength
Opinion analyst Daniel Yankelovich has
and stability of public support for standards.
constructed a seven-stage model for how
public opinion develops when people con-
front new or difficult ideas. The process, as
Assessing the Stability
Large majorities of
Yankelovich describes it, frequently takes
of Support for
years to evolve. It is often stymied in the
the public, parents,
Standards
early stages by a simple lack of awareness
teachers, and
that a problem exists or a lack of urgency on
One is that people
leaders believe that
the part of the public. Frequently, there is
support standards even
most children will
strong public resistance to change or key gaps
when survey questions are
thrive under a
in knowledge or understanding that derail
reworded and when
public debate. People may not understand
different formulations are
system of higher
what alternatives they have for addressing a
standards.
presented. First Things
problem or they may be unclear about how
First found that large
alternatives work.
majorities of Americans endorse raising
The two final stages, which often take
standards for high school graduation and for
years or even decades to develop, are intellec-
moving from grammar school to junior high.
tual acceptance of the solution followed by
Questions that probe different ways of
full acceptance. In the intellectual stage,
enforcing standards - giving tests, withhold-
people acknowledge rationally that an idea is
ing diplomas, "toughening" grading, or
a good one. But only in the final stage do
establishing clear guidelines about what
people act on their beliefs and see them
youngsters should learn - all yield the same
through to the end, even when
result: People believe in standards and want
them enforced.
"smooth-sailing" cannot be guaranteed. Full
acceptance is generally not possible until the
The second factor suggesting stability is
preceding stage - intellectual acceptance -
that people support standards even when
has taken hold.
trade-offs, such as failing students who don't
meet the standards, are explicitly pointed
On the issue of standards, the vast major-
out. First Things First found that 76% of the
ity of Americans have arrived at least at the
public believe teachers should be more willing
intellectual stage of acceptance. And, to the
to fail high school students who don't learn.
degree that surveys can actually predict what
And, given the head-to-head choice between
people will do - as opposed to what they
passing students only when they have
say they will do - large numbers of Ameri-
learned what was expected or passing stu-
23
Public Agenda 1995
dents who have tried hard, people come
concerned that youngsters will dislike school
down solidly on the side of enforcing stan-
with higher standards in place. Only one in
dards. Eighty-one percent say students
four teachers (27%) predicts that standards
should be passed only when they have
will lead youngsters to resent school and
mastered the required material. This year's
learning. And again, leaders are the most
Phi Delta Kappa/Gallup Poll shows a similar
optimistic group. Only 13% say more kids
resilience in support for standards even when
will dislike learning, although on this ques-
"the down side" is highlighted."
tion also, a fairly large number of leaders
(20%) admit that they aren't sure what will
The current Public Agenda study took this
happen.
question a step further, considering how
people think higher standards will work if
actually put into effect.
Expect More, Get More
Despite their concerns, large majorities of
Will Standards Drive Students from
the public, parents, teachers, and leaders
School?
believe that most children will thrive under a
system of higher standards. Seven in ten
Americans are far from naive about how
Americans (71%) say youngsters will "pay
standards will work. They understand that
more attention to their school work and
creating and enforcing standards will have
study harder." Seventy-two percent say
consequences and accept the probability that
youngsters will "actually learn more." Leaders
some students will be discouraged and
express even greater confidence. More than
perhaps leave school. And, while focus group
eight in ten (84%) think standards will
participants often express sympathy for these
increase learning.
youngsters - if they have really put in the
effort - that sympathy does not change their
Comments in focus groups reiterate the
strong support for standards.
survey findings. In group after group, people
expressed a common-sense conviction, often
Roughly half (45%) of the public think
drawn from their own life experiences, that
that more youngsters will drop out if schools
setting and enforcing standards motivates
enforce higher standards, and roughly half
youngsters to do their best. A woman in a
(46%) don't. Teachers are perhaps slightly
Grand Rapids focus group was typical: "I
more pessimistic, with 49% predicting an
think that if you don't expect kids to achieve
increased number of drop-outs. Leaders, who
a high degree of learning, they don't. They'll
as a group are the most supportive of higher
live only up to what you expect of them." A
standards and strict enforcement, are opti-
Birmingham woman referred to her own
mistic about the results. Only 33% of leaders
schooling as evidence: "I think we learned
predict that drop-outs will increase, although
more when we were in school because teach-
21% admit they aren't sure what the result
ers expected certain things of us, and we had
will be.
to meet these expectations. Now there is no
backlash [if students don't apply them-
Although a majority (53%) of Americans
selves]."
reject the idea that higher standards will
make more youngsters dislike school and
A Cincinnati woman talked about the
learning, almost four in ten (38%) fear this
importance of combining expectations with
outcome. Non-college educated Americans are
encouragement: "I think there's a lot to be
more likely to say that standards will cause
said for what you expect of a child
If you
some children to reject learning, and focus
really encourage them and tell them, 'I know
groups suggest that these are often individu-
you can do this - I know you'll be success-
als whose own schooling was painful and
ful,' nine times out of 10, they will be."
unrewarding. A New Jersey woman was
typical of people with this concern: "I think
you're going to have a higher drop-out rate
Equal Standards For All
with [a principal who enforces high stan-
dards]. I think you're going to have a lot of
Not only do people voice strong support
kids say, 'The heck with this."
for standards under a variety of circum-
stances, most Americans support applying
Interestingly, teachers who are on "the
standards across the board, to all children,
front lines" in enforcing standards are less
even when question wording is deliberately
24
Assignment Incomplete: The Unfinished Business of Education Reform
selected to provide a compassionate reason
to be asking, "do they let these youngsters
not to do so. Six in ten Americans (60%) say
graduate? Why did they pass them along
public schools should expect "inner-city kids
from year-to-year? How did this happen?"
to achieve academic standards that are as
And, repeatedly, people point out that the
high as standards for kids from affluent
real victims of social promotion are the
backgrounds." Inner-city residents, by the
children themselves.
way, agree in roughly equal (55%) numbers.
About a third (32%) of the general public,
and only one in four parents (26%), want to
Failure as Kindness
case standards for some children by
An Albuquerque woman stressed the need
"mak[ing] some allowances because inner-city
kids come from disadvantaged backgrounds.
for standards right from the beginning: "The
kid who doesn't learn the alphabet should
Among leaders, support for uniform,
not be moving on to the next grade. The kid
across-the-board standards is a striking 80%.
who's not reading at a certain level at the
The most recent Phi Delta Kappa/Gallup
end of the first grade doesn't belong in the
Poll also shows a strong public commitment
second [grade]. It's far less devastating to the
to equal standards for all children. In that
kid to do it then." Another Albuquerque
woman criticized a local school's "no fail"
study, 60% of Americans agree that higher
standards will "encourage students from low-
policy, again decrying the long-term conse-
income backgrounds to do better in school,"
quences for the children: "In the first through
compared to only 29% who think higher
fifth grade, they can't fail a student. They
cannot keep a student back. I disagree with
standards will lead more disadvantaged
that because that's not fair to the child. "
students to become discouraged or drop out.¹²
A San Francisco teacher made a similar
In focus groups, people often voiced
point: "I had to leave back a student. He was
confidence that standards will help all
artistic
our class artist.
children - privileged kids, average kids, and
But he couldn't read. It
kids who have had a rough start in life. As
was heartbreaking to have
In focus groups,
one San Francisco woman put it: "You expect
to do that, but even his
people express
more, you get more. You expect less, you get
parents appreciated at
less. There's no reason that just because a
exasperation and
that point that I did."
child is poor that they can't make just as
wonderment at the
many A's or B's as someone else."
seeming inability of
Social Promotion: For
schools to enforce
Educational Breach of Contract
Whose Benefit?
minimum standards.
The educators and opinion-leaders in
Not only are educators
seen as the weak link in the chain, their
business, government, higher education, and
other sectors who mounted the standards
motives in "moving kids along" are often
"movement" have often discussed the need to
questioned. Many respondents suggested with
build broader public support for their cause.
some vehemence that unqualified students
But ironically, from the public's perspective,
are passed to the next grade, not to protect
it is the educators themselves who repeatedly
youngsters from emotional damage, but to get
these less-than-rewarding pupils out of the
undermine standards. Speaking in focus
teachers' hair.
groups, people express exasperation and
wonderment at the seeming inability of
A Cincinnati woman described the situa-
schools to enforce even minimum standards.
tion as she saw it: "You would think that
there wouldn't be kids [getting] passed that
Almost half of Americans (47%) believe
don't go to school half the time
They
that it is entirely possible to get a high school
don't know the basics
They
should
be
diploma without possessing even the most
failed. But a lot of times they're not failed
minimal attributes of education - the ability
because they want to get them out of that
to read and write English and do basic
school so they can get passed on to someone
arithmetic. This frustration spills out in any
else
and be someone else's problem." And
discussion of the schools. Like the concern
an Albuquerque woman complained: "She [a
about teaching basics, exasperation over
teacher] had a problem child in her class,
sieve-like educational standards arises
and she said, 'Well, she failed math, but I'm
spontaneously without moderators ever
going to give her a "D" anyway because I'm
broaching the subject. "Why," people seemed
not going to get her again next year."
25
Public Agenda 1995
Some Teachers Also Frustrated
This does not mean, of course, that
support for standards is universal, or that
Teachers are often harsh critics of their
parents will not complain if their own
professional pecrs. A Birmingham man
children fail. Americans support enforcement
described the situation he encountered: "I
of traffic laws, but virtually everyone is upset
was an assistant-coach and a biology teacher,
- and innocent - when they actually get a
and I was teaching 9th-grade biology. Some of
ticket. However, the findings from this study
you may not believe this, but at least 30% of
and Public Agenda's previous work suggest
those kids could [hardly] read at all. They
that educators can count on broad support
couldn't even write. And you question those
for standards, and that they can appeal to
children, and they've never failed a grade."
people's common-sense belief that this
A high school teacher from Birmingham
approach is better for the children them-
talked about the difficulties he faced in
selves. But like all major policy change, there
making grades mean something. "It's a
are areas of underlying doubt and possibili-
ties for miscommunication.
success if I can get a child to bring a pencil to
my class. I'm not joking. That's success.
One concern - markedly stronger among
There are some kids, if they will bring pencil
some individuals than others - is the
and paper, I'll write a note home bragging
possibility of putting "too much pressure" on
about them
There are two teachers in my
youngsters. Many people seem to fear a
school, myself and my friend - we both
sudden swing from a lackadaisical status quo
teach part-time at a college too, and maybe
with mid-level standards indifferently
that makes a difference - we have a 90 to
applied to a swift, draconian enforcement of
95% failure rate
I fail them
All the
harsh standards in ways that would be
other teachers, they're passing them. If they
devastating to children. This study asked
go to the class, they'll pass them
When
respondents to consider a variety of hypo-
there are only two of us doing that, they just
thetical situations and indicate whether these
think we're the meanest teachers."
situations put too much, too little, or the
right amount of pressure on students. (See
So What's the Point?
Table 4)
Some teachers attributed the social
promotion phenomenon to the selfish con-
Acceptable Pressure
cerns of administrators. A Cincinnati teacher
complained about the way a 4th-grade
Some level of academic pressure is clearly
proficiency test had been instituted in the
considered acceptable and even desirable.
system where she works. "The way it stands
Seventy-one percent of Americans, and 91%
now, 4th-graders don't have to pass the
of leaders, say that a principal who "stresses
4th-grade proficiency test before going on to
academic achievement and expects teachers
the 5th grade. So what's the point of having
to give homework and tests often" is applying
the test if you're not going to require that the
the right amount of pressure. Solid majorities
children master these skills?
I
would
be
(61% of the public and 62% of leaders)
willing to say, "This child may not go on,' but
support teachers who require a struggling
a lot of times administrators don't want to
C-average student to stay after school to do
use the word 'retention.' Oftentimes, my
extra work.
administrators don't want to retain a child
because it's bad for the public image."
People also know too little pressure when
they see it. Over three-quarters (78%) of the
Rejecting an Educational Reign of
general public and nine in ten leaders (89%)
Terror
say that a school district that gives out
diplomas even if kids fail to meet academic
The breadth and the strength of support
standards is applying too little pressure.
for standards is unarguable. People back the
Similarly, very large majorities of the public
concept. They understand the pitfalls and
(80%) and leaders (93%) agree that parents
still support the idea. They are angry that
"who look the other way" when their child
standards are so seldom enforced, and they
brings home failing grades are applying too
don't understand why.
little pressure.
26
Assignment Incomplete: The Unfinished Business of Education Reform
What about parents who insist that their
will be disciplined and I know that child will
B-average high schooler, who is capable of
do everything that's expected to achieve
getting A's, stay after school and do extra
I wish I could say [that my expectations of
work? Parents split on this case, with 47%
other non-Asian students] are as high
I
calling this too much pressure and 43%
wish I could say they're all equal, but I really
saying it is the right amount, perhaps reflect-
can't."
ing a judgment that B's are good grades and
further pressure of this kind is unwarranted.
At the same time, many people who were
concerned about an overly draconian imple-
mentation of standards referred to Japanese
A Mindset with Misgivings
schools, which they see as highly pressured
and overly severe. People often talk about
Most Americans seem to be looking for a
suicides among Japanese teenagers who
middle ground in devising and enforcing
receive disappointing grades or test results.
standards - one that is neither too soft, nor
And while the American image of Japanese
too harsh. There is, however, a segment of the
youth may be inaccurate (the suicide rate
population (about 25%) that will be more
among Japanese teenagers is actually lower
likely to resist standards and more alert to
than that of U.S. teenagers, who more often
possible stress or psychological damage
experience troubling family and social
caused by them. This group of "self-
pressures), this disturbing vision is powerful
esteemers" is almost three times as likely as
to many parents. These contending perspec-
other Americans to disapprove of a high
tives - admiration for the seriousness of
school principal who emphasizes achieve-
purpose of Asian students, alongside fear of
ment, homework, and tests (44% of self-
the harsh system of standards people at-
esteemers say this is too much pressure,
tribute to the Japanese - suggest the public's
compared to 14% of other Americans).
desire to find a middle path, a system of
Almost three-quarters (74%) of self-esteemers
standards that motivates
would not push a B-student to do better
and encourages, not one
"The way it stands
(compared to only 33% of other Americans),
that destroys.
and 62% wouldn't want a teacher to push a
now, 4th-graders
C-student to do better (compared to only
don't have to pass
16% of other Americans). Although higher
Too Much Pressure?
the 4th-grade
income Americans are slightly more likely to
Hardly a Problem
proficiency test
be "self-esteemers," there are no other distin-
guishing demographic characteristics. Mem-
Today
before going on to
bers of this group simply display a particular
the 5th-grade. So
mindset about education and standards that
Whatever concerns
what's the
educators should anticipate and not necessar-
people have about how
"
point.
ily extrapolate to the population as a whole.
standards might be
applied in the future,
-Cincinnati Teacher
almost no one thinks that
Japan - A Model of Success and a
American youngsters currently face too much
Cautionary Tale
academic pressure at school. Only one in ten
Americans (13%) thinks public schools
Focus group discussions suggest that many
currently expect students to learn too much.
people are looking for a prudent balance,
Among leaders, the figure is an insignificant
both in the way standards will be explained
3%.
and presented to students, and in the way
they will be enforced. Discussion about the
Asked about a variety of pressures that
perceived academic success of Asian students
American youngsters face today - such as
in American public schools captures this
pressure from peers, pressure at home because
desire to find an acceptable middle ground. A
of troubled families, or from crime and drugs
Cincinnati woman, a teacher, was typical in
in the neighborhood - academic pressures
her admiration for the motivation and
come out dead last. (See Table 5) No more
seriousness of purpose she sees in her Asian
than 10% of any group - the general public,
students: "As an educator, when I see an
parents, teachers, or leaders - think Ameri-
Asian kid come into class, I know that child
can youngsters are under too much academic
is going to achieve well. I know that child
pressure today.
27
Public Agenda ©1995
SECTION FOUR
WHAT ABOUT THE PURSUIT OF KNOWLEDGE?
This Section In Summary
M
ost Americans do not place a high value on knowledge for its own sake. People's
views on knowledge and learning are highly pragmatic. For example, while parents
want their youngsters to learn whatever it takes to get jobs, they express little enthu-
siasm for knowledge that offers no immediate practical use. People are also skeptical about the
real-world value of top-notch academic achievement - getting good grades and pulling in high
test scores. And for those hoping to persuade Americans that the next generation needs to be
much more highly-educated, there is still one more hurdle: Large numbers of Americans think
highly educated people are often socially clumsy, impractical, and "book smart," and overall
just a little "too big for their britches."
Introduction
mists and political leaders about the existence
of a widening "income gap" - a trend which
Before the introduction of printing, the
seems to suggest that middle- and lower-
ability to read and write was a rarified and
income Americans are rapidly losing eco-
specialized skill. Yet, what was once excep-
nomic ground to those in the upper income
tional is now commonplace - a requirement
strata. While not all economists concur about
for most jobs throughout the industrialized
the degree to which the "gap" is real, illusory,
world, and, indeed, for most daily activities.
or transitory, the advice for individuals seems
inescapable: No single attribute is more likely
The next few decades are likely to produce
to insure individual financial stability and
a similar revolution in what most human
career success in today's world than a
beings are expected to know. Obviously,
top-notch education.
people will need computer skills, but many
observers foresee another, more subtle transi-
This study attempts to delve beneath the
tion in the works. Already, technology has
public's views on schools, as important as
eliminated much of the physical or routine
they are, to explore their views on education
labor that characterized work in the past.
itself. How do people think about the value
Computers handle repetitive jobs; robots
of knowledge and learning and academic
increasingly take on dangerous, back-breaking
achievement? What role do they think
work. More and more, humans are doing
education plays in their own lives and those
what only human beings can do - think,
of their children? Section Four outlines the
analyze, imagine, and make judgments that
results of this research.
require knowledge, subtlety, and perhaps
even wisdom. This sea-change in the world of
work, now well underway in companies
A Love of Learning?
world-wide, is a driving force behind the
movement to dramatically upgrade what
Two perspectives run through much expert
students learn in school. Many observers say
thinking on the value of learning and knowl-
that Americans need to develop a new
edge. One holds that there is a core of
conception of "basic education," one that
knowledge that all educated people should
includes more advanced knowledge, more
possess. This knowledge is not only useful for
rigorous thinking, and the continual pursuit
its own sake, but the process of acquiring it
of excellence.
produces an open-mindedness, an ability to
think clearly and rationally, and, finally, a
There is another societal change that has
quality of judgment that captures "the
some Americans advocating more demanding
wisdom of the ages." This is the liberal arts
education and more advanced skills. A
ideal, and many thoughtful educators are
heated discussion has emerged among econo-
returning to it, adapting it for the new
28
Assignment Incomplete: The Unfinished Business of Education Reform
century. The second perspective emphasizes
categories of learning were "absolutely
traits such as curiosity, the ability to learn,
essential," "important, but not essential," or
and skill at gathering and examining different
"not very important at all." (See Table 6) As
types of information. It places less emphasis
reported in Chapter Two, the vast majority of
on one particular tradition of thought or set
Americans say that it is absolutely essential
body of knowledge. Yet, these two perspec-
that every child learn reading and writing,
tives have much in common. Both attach a
positive character traits such as self-discipline
high value to knowledge itself. Both incorpo-
and responsibility, and computer skills.
rate a receptivity and attraction to learning
Subjects such as American history, biology,
that doesn't have an immediate practical usc.
and chemistry fall in the middle-range, but
Both see learning itself as rewarding and even
other areas attract minimal support - at
exciting. Both assume that children need to
least as necessities. Only 37% of Americans
master far more than basics, "lifeskills," or
say that "advanced mathematics" are essen-
vocational skills, however modernized they
tial, and only 35% say that "the history and
may be.
geography of Europe and Asia" should be
required areas of study.
In the abstract, this approach to knowl-
edge and learning scores well with the public.
Roughly six in ten Americans (57% of the
No Classics Required
public and 61% of parents) say teaching
youngsters "curiosity and a love of learning,"
Fewer than one in four Americans say that
is "absolutely essential." In focus groups,
teaching great literature is absolutely essen-
people from all parts of the country, in every
tial. "Classic writers such as Shakespeare and
kind of work, and with varying levels of
Plato" attract just 23% of the public to their
education express support for "exposing"
corner, while "American writers such as
young people to a wide panoply of knowledge
Steinbeck and Hemingway" fall at the very
- literature, history, mathematics, the
bottom of the list, called
sciences, social sciences, the arts, and more.
"absolutely essential" by
People usually
just 22% of Americans.
These particular subject
display an open-
Little Enthusiasm, Little Urgency
areas are, of course, only
ness to giving
exemplary; they are not
youngsters a
But while people usually display an
the sole examples of what
openness to giving youngsters a "dusting" of
"dusting" of knowl-
a broader, more advanced
knowledge - the "Try it, you might like it"
education might involve.
edge, but very few
approach - very few respondents expressed
But public responses do
express urgency or
urgency or enthusiasm about teaching
suggest the relative
enthusiasm about
youngsters subjects without immediate
importance people may
practical use. In focus groups, non-college
teaching youngsters
assign to similar advanced
educated participants reserved their sense of
subjects without
areas.
urgency for "the basics" and "job skills."
immediate practi-
Many rejected any policies that require
The relative importance
cal use.
prolonged exposure to advanced subjects that
people assign to these
youngsters don't "take to."
areas of learning - from reading and writing
at the very top to American history and
College-educated parents, while more
biology in the middle to Shakespeare,
likely to express appreciation for the intrinsic
Steinbeck, and world history near the bottom
value of knowledge, were also pragmatic.
- extends across all groups. (Table 6) Teach-
Many considered advanced areas of knowl-
edge and learning useful because, "You need
ers and leaders are generally no more likely to
them to get into college." Public Agenda
see these topics as absolutely essential than is
research on attitudes about higher education
the public. In part, this hierarchy may reflect
documents a similar pattern of thinking
an open-mindedness about the nature of
about higher education itself. College is seen
knowledge and education. In a world of
as useful, not for what is taught but because
specialization, even extremely well-educated
the diploma is needed to get a good job.¹³
individuals freely admit to ignorance and
lack of interest in some areas. In an age of
In the current survey, Public Agenda asked
rapidly expanding cultural exchange, people
respondents to judge whether different
may be less doctrinaire about what is "abso-
29
Public Agenda ©1995
lutely essential." These findings may also
similar recollection: "We spent the whole
reflect a certain pragmatism and functional
semester learning, memorizing, and regurgi-
hierarchy. In a sense, people are saying, "You
tating Shakespeare."
can get along without Shakespeare, but you
definitely have to be able to read."
When asked whether schools should teach
youngsters "practical skills that will help
them in the job market" or subjects that help
"Don't Know Much About History..."
them become "broadly educated individuals
who are life-long learners," four-in-ten
The survey findings by themselves might
Americans opt for broad education, although
not be especially noteworthy if they were not
large numbers of respondents volunteered a
accompanied by a general lack of enthusiasm
"both" answer when this question was posed.
for more advanced learning, voiced by many
Leaders (73%) are far more attracted to the
in focus groups. The prevailing attitude
"broadly educated" alternative.
toward learning evidenced in these discus-
sions is almost single-mindedly practical.
And even though people clearly recognize
And for some, there is evident discomfort
the importance of having a diploma in hand
and perhaps even slight disdain for more
when looking for a job, many don't assign
advanced subjects. Advanced academic
much importance to what is actually studied
subjects don't seem to have an immediate
in class. Six in ten Americans, and a roughly
pay-off, and most people are happy to leave
equal number of teachers (57%), say diplo-
them behind when they complete school.
mas are important because employers are
Many are convinced that other aspects of
reluctant to hire people without one, not
schooling - socialization, athletics, etc. -
because "schools teach knowledge and skills
are far more important in people's lives.
that help them on the job." But here again,
leaders make a distinctly different judgment.
A businessman from San Francisco talked
Six in ten (60%) say a diploma is important
about the relative uselessness of some types
because it represents skills and knowledge
of knowledge in his own life: "Looking back
that are useful on the job.
on my own career in the business world, I
never solved anything with calculus in my
The public's ambivalence about the value
36 years in business.'
of education itself actually extends to their
views on colleges and universities. A 1993
A Birmingham teacher described what
Public Agenda study found that 54% of
actually helped his students most. "I am a
Americans think too many young people go
high-school teacher and a high-school
to college, and that more should attend
coach
I teach an academic subject, and I
trade schools to learn skills like plumbing
understand that academics are important.
and computer repair. In other words, while
But I also know that the number one reason
many opinion leaders are calling for a more
people get fired from their jobs is not how
highly educated America, many people think
smart they are, but their inability to get
the country is over-educated.
along with their co-workers
I had a kid
go into the Marine Corps boot camp.
He
didn't say, 'Coach, my math class really
Lovers of Learning
helped me get through this experience.' He
didn't say, 'My English class did.' He said,
More advanced education and learning do
'You helped me get through this experience
have their advocates. In nearly every focus
by athletics."
group, at least one participant was a
Shakespeare or history buff, clearly taking
pleasure and satisfaction from knowledge
Regurgitating Shakespeare
that was not put to use at work or in daily
life. What's more, analysis of the data
Many respondents recounted their own
suggests that advanced learning has a
school experiences with more advanced
definite constituency that comprises about
subjects - experiences that were not recalled
25% of the population. These "lovers of
with fondness. A Sacramento man said: " I
learning" are far more likely to advocate
wouldn't sic Shakespeare on anybody. I
teaching European and Asian history (79%
think we read every one of them [when I was
see this as absolutely essential compared to
in school]. There was a requirement
It
just 19% of other Americans). They are also
was horrible." A Denver woman had a
more likely to say that Shakespeare (71%
30
Assignment Incomplete: The Unfinished Business of Education Reform
compared to just 6%) and Steinbeck or
group discussions. People often see success as
Hemingway (69% compared to just 8%)
a blend of personality and skill, and when
should be required.
asked to choose, often come down on the
personality side of the equation. A New
People in this group would also require
Jersey man talked about the importance of
that students take biology and chemistry
character and personality: "A lot of what I
(86% compared to 49% for other Americans),
learned in school, I don't apply. What I do
and over half (55%) want to add calculus. As
apply is interaction with people: being
might be expected, these lovers of learning are
honest, being polite, you know, doing the
themselves quite well-educated - 35% of
right thing, knowing that what comes around
college graduates fall into this group. They
goes around. You don't learn that in school."
are also more likely to be suburbanites, rather
than rural, small-town, or city dwellers.
A woman in the same focus group de-
scribed how an acquaintance became success-
ful: "I think what made her successful was
How Important Is Academic
her drive to be successful; it was not educa-
Achievement?
tion. She doesn't have a college degree."
Another man basically agreed: "I know a lot
Based on focus group discussions, many
of people who are successful. The principal of
Americans - particularly those who have not
the high school
He's that type of guy. He
themselves had the benefit of college or other
was on the football team. Everybody liked
advanced education - are willing to let
him - a real driver in school. Everything
educators decide what their children should
that was done in sports, or outside the
learn. Clearly, people want the fundamentals
classroom or at parties even, [he was] always
(basics, a sense of responsibility, computer
up and friendly and just got along with
skills) to be at the heart of their child's
people." A Sacramento man pointed out:
education. Beyond that, however, many
"There are a lot of people
people assume that educators have better
with no education who
"Looking back on
judgment than they do about what children
are billionaires."
should learn. So how important is academic
my own career in
achievement to most Americans?
the business world,
Straight A's: Who
I never solved
Results from this study suggest that, for
Needs Them?
most Americans, academic achievement itself
anything with
(at least at the highest levels) is not a pri-
Many Americans are
calculus in my 36
mary goal. A plurality (41%) of people
not convinced that
years in business."
believe that inner drive and motivation are
A-average students
more important factors in career success, with
-San Francisco Man
actually get much of a
"an excellent education" coming in a fairly
"payback" later in life for
distant second. (See Table 7) Leaders are
their accomplishment. Four Americans in ten
somewhat more likely to select academics as
(40%) say A-students and average students
the key: 32% give it the highest rating,
have about the same chances of getting good
perhaps reflecting the role education has
jobs. Only 28% think A-students are "much
played in their own careers.
more likely" to do well, while another 30%
Surprisingly, teachers give academics a
think they are "somewhat more likely" to
lower rating than either the public or leader-
succeed. Leaders, in contrast, are far more
ship. Only 11% of teachers say academics are
likely to see an advantage for the A-students.
the most important factor in career success,
Only 15% say their chances are the same as
compared to 50% of teachers who pick inner
those of average students. Eighty-four percent
drive and 33% who opt for "dealing well
of leaders say their chances are better - 32%
with people."
saying their chances are much better and
52% saying their chances are somewhat
better.
Personality Counts
The rough financial calculus people apply
The conviction that personal character
to the value of top-notch grades may be
and social skills are more important compo-
reflected in their expectations for their own
nents of career success than academic
children. People unquestionably understand
achievement is readily apparent in focus
the career value of a college diploma, and an
31
Public Agenda 1995
astonishing 83% of parents say they expect
excellent grades, but had only a few close
their own child to continue on to college. But
friends and did not participate in many
most people do not place nearly as much
social activities. The number leaps to 91%
importance on their children reaching the
when the hypothetical child has no close
highest levels of academic achievement.
friends and does not participate in any social
Sixty-two percent of parents say they would
activities. In focus groups, parents sometimes
be satisfied with a B-average for their child.
expressed fear about having a child who is
Only 16% says they want their children to
unhappy, a loner, and whose only friend is a
get mostly A's. And almost one parent out of
book.
four (23%) would be unconcerned if their
child had lots of friends and participated in
A San Francisco woman's comment was
many social activities, but was only a
typical: "I think academics is very important,
C-average student.
but I think social skills is definitely something
this world needs, and other activities besides
school
You have enough stress when
Why People Are Ambivalent About Too
you're an adult, why add to it when you're a
Much Education
kid?" A man in New Jersey pointed out that
even college acceptance is often dependent on
For many Americans, the term "highly
social and personality skills, not just academ-
educated" seems to have negative, rather
ics: "I know kids today who are scoring 1,250
then positive, connotations. Highly educated
or 1,300 [on the SAT's] and they're still not
people are often seen as aloof, impractical,
being accepted. The colleges are looking for a
and perhaps a little "too big for their
kid who's rounded, who's had a lot of
britches." Most Americans apply a very
community work, and it's just not the kid
pragmatic gauge when they look at the value
who sits down there and is a book worm."
of knowledge. If they haven't used it in their
own lives, and they don't understand its
A Cincinnati man said: "I don't think you
practical value for their children, they see it
can say to the student that you have to be
as "icing on the cake."
very successful in the classroom. I don't think
you can say that you have to perform well
Both survey results and focus groups
academically and let other things kind of
suggest that three different strands of think-
slide as far as social orientation, being active
ing are intertwined when people voice
in sports or other extracurricular activities.
reservations about their children becoming
There has to be balance."
too highly educated. One is the extraordinary
premium people place on the quality of
Many people in focus groups, however,
well-roundedness. People want their children
seemed to go slightly further. Although they
to succeed socially and academically, but
talked about balancing academics and social
some seem to see the proposition as a
skills, their comments suggest some level of
discomfort with serious academic work. A
zero-sum game. Most people just don't want
their children to be "nerds." Second is the
New Jersey woman, for example, seemed to
common assumption that many highly
have an uneasy relationship with serious
educated people are so impractical and
study and learning: "If you just focus on the
brain, it becomes too tedious." A Cincinnati
narrow in their thinking that they can't get
anything done. And finally, there is a fear of
woman seemed to be thinking in a similar
elitism, a sense that too much education
vein: "If everyone was a genius, it would be a
dull world."
severs the highly educated from the rest of
humanity and results in sheer snobbery.
The Problems with Being "Book-Smart."
The Desire for Well-Roundedness. The
Seven of ten Americans (71%) say they agree
premium people place on a well-rounded
with the statement that "people who are
personality is evident both in what they say
highly educated often turn out to be 'book
about successful adults - the importance of
smart' but lack the common sense and
drive, personality, and adaptability in
understanding of regular folks."¹ Although
addition to skills and knowledge - and what
this judgment is significantly less common
they say they want for their school-age
among college-educated respondents (only
children. Seven in ten parents say they
53% of whom say they agree with this
would be very or somewhat concerned if their
statement) and among leaders (only half of
child were serious about school and got
whom agree with it), it is widely held and
32
Assignment Incomplete: The Unfinished Business of Education Reform
does not seem to stem primarily from either
tional. He's very smart, and he's six. They're
negative media portrayals or assumptions
talking about putting him in a gifted class,
about clites with whom most people have
and I'm not even too keen on that
I
little contact.
don't want him separated from his buddies
and made to be 'up here' and his buddies
Comments in focus groups centered
'down here' because they're not, just because
repeatedly on real-life encounters with some
they're not as gifted as he is."
well-educated but very impractical people -
most often at work. A Bridgeport woman
said: "I used to work in the job force myself.
Where Do Good Grades Come From?
And there was nothing worse than dealing
with a person that had all book knowledge,
Although Americans express a perhaps
but no common sense." A New Jersey woman
surprising degree of uneasiness about highly
complained about the same phenomenon: "I
educated people, they are overwhelmingly
know a lot of people who are very intelligent,
convinced that any child has the capacity to
but they're stupid when it comes to dealing
do very well in school. Only 11% of Ameri-
with people. And I think that you have to
have that other part to you
I
don't
think
cans think that "kids who get excellent grades
that you can just be book smart."
in school" do well because they were born
with "strong intellectual abilities." Most see
academic success as a matter of volition;
The Fear of Elitism. Two-thirds of Ameri-
cans (66%) say the people who are highly
children get excellent grades because they
educated "often think they are better than
study hard and apply themselves (37%) or
others. While college-educated Americans
because their parents stress education at
(56%) are less likely to agree, as are leaders
home (44%). Even when asked about subjects
(47%), it is probably noteworthy that
like calculus or physics, most people say
substantial numbers of well-educated people
getting good grades is a
themselves actually hold the statement to be
matter of making the
true. The survey findings were fleshed out in
effort. Three in ten (29%)
People want their
focus groups, often in comments by parents
say inborn intellectual
children to succeed
concerned that their children might lose "the
abilities are the key, but
socially and aca-
common touch" if they were placed in
almost two-thirds say
demically, but some
advanced classes or became particularly
success comes from either
seem to see the
academically successful. A Birmingham
applying oneself (50%) or
mother talked about her children: "I have
because parents emphasize
proposition as a
two, and both of them are exceptional, but
education at home (14%).
zero-sum game.
even then, one of them is a little too excep-
Most people just
don't want their
children to be
"nerds."
33
Public Agenda 195
34
Assignment Incomplete: The Unfinished Business of Education Reform
AFTERWORD
o
ne year ago, First Things First helped explain why public school reform has been such a
disappointment in SO many communities. We learned that the priorities of many
educators and reformers were out of sync with the views of the American public.
Americans want safe schools that create an orderly learning environment. They want schools
that concentrate on teaching basic skills, which their real-world experience tells them is not
happening today. They want rigorous standards. And they want an end to what they consider
wrongheaded, experimental teaching techniques. People believe that educators and reformers
are ignoring the essentials of good schooling. Until the schools put "first things first," broad
public support will be scarce.
The reaction to this study was unlike
basics as an essential floor on which
anything Public Agenda has seen in two
higher-order skills can be constructed. As the
decades of public policy research. The
report makes clear, people are saying "the
findings were widely reported and became a
basics first," not "the basics only." Thus,
focus of discussion among educators, business
educators and reformers should stop challeng-
leaders, and others. They prompted comment
ing the public's obsession with basic skills
by observers ranging from William Bennett
and make the achievement of those skills an
and Chester Finn to Education Secretary
urgent reform goal - perhaps the first
Richard Riley and Jesse Jackson. They caused
"higher standard."
the American Federation of Teachers and The
Business Roundtable to adapt their agendas
The same goes for standards themselves.
to include an emphasis on the primacy of
Many educators and
order and discipline. The report's message
reformers question
was not an easy one for educators and
whether the public
If the notion that
reformers to absorb, and credit is due the
supports higher standards
well-rounded is
many groups that have tried very hard to
when, in fact, the public
better than
listen, even as they struggle to advance
knows that high standards
well-educated is
reform.
are essential and is
convinced that most
allowed to stand, it
Assignment Incomplete takes up where First
students can meet them.
will do our children
Things First left off, seeking deeper under-
Further, the public is
a terrible disser-
standing of public views on standards and
outraged that kids are not
vice.
basics, testing public commitment to a
being held accountable to
continued system of public education, and
rigorous standards - that,
examining public views on the value of
for example, many high school graduates
knowledge itself. What can we learn from
can't even make change - and believes it is
this new research, and how can these lessons
the educators themselves who are responsible.
advance the education reform process?
Interestingly, it is the public concern for
basics which fuels the support for standards.
Leaders should capitalize on this support,
Stop the Debate Over Basics and
not challenge it.
Standards
First, the tendency of some reformers to
Stand and Deliver
castigate the public over its concern for basics
must stop. It is consuming considerable
Next, the public clearly feels it has "con-
energy that is needed to retrieve the schools
tracted with" the schools to perform a service,
from their current predicament and to
and that the schools are not delivering.
improve public understanding of the impor-
Consequently, when it comes to the future of
tance of education today. As this new data
public schools, public opinion is very much
shows, no one objects to teaching basics,
up for grabs. People like what they see from
certainly not educators. While it's true that
America's private schools but remain at-
the basics are necessary but insufficient in
tached to the principle of public education.
today's world, the public correctly sees the
But public school supporters should not
35
Public Agenda 195
delude themselves into thinking that such
For most people's children, and for
fragile support will continue indefinitely. At
America itself, such a mindset could become a
the same time, those advocating alternatives
formula for disaster. A culture that glamorizes
to public education - vouchers,
gladhanding and mediocre levels of learning
privatization, or other approaches - should
is hardly compatible with global forces that
realize that though public indications of
daily put a higher premium on knowledge. If
interest are real, they are not based on a
the notion that well-rounded is better than
thorough understanding of the implications
well-educated is allowed to stand, it will do
and thus must be considered tentative at this
our children a terrible disservice. America
stage. There is little pressure to dismantle the
cannot succeed under the motto, "dumb and
current system. People simply want the
dumber." As with latent health hazards,
schools to work.
people deserve to know that, "A lack of real
learning could be hazardous to your child's
health!"
Dumb and Dumber
People can change. They can "get it" - as,
for example, they have come to recognize the
In many ways, the most intriguing findings
importance of computers. But when it comes
from Assignment Incomplete reflect public views
to true learning and a meaningful education,
on knowledge and learning, where we found
is anyone asking them to? Without a culture
a surprising degree of disdain toward highly
that values knowledge and learning for all
educated people and some sense of antago-
citizens, education reform may remain an
nism toward an educational cultural elite.
clusive target.
Americans regard knowledge very pragmati-
cally, and fewer than one in four citizens
finds it essential to teach great literature. Too
much learning is suspect, no match for the
concept of being "well-rounded."
Deborah Wadsworth
Executive Director, Public Agenda
36
Assignment Incomplete: The Unfinished Business of Education Reform
TABLE 1
Comparison of Public and Private Schools
Question: "Now I'm going to ask you to compare your community's public schools and the
private non-religious/Catholic/Christian schools.* In your area, which schools are generally
more likely to provide:"
*Question wording was tailored to fit respondent's point of comparison.
(compares public to combined private responses)
GENERAL PUBLIC
PARENTS
Public
Private
Same
Public
Private
Same
An environment that teaches
kids how to deal with people
from diverse backgrounds
53%
22%
7%
54%
19%
8%
A better education for kids
with special needs, such as
the physically handicapped
51%
23%
6%
49%
22%
6%
Tried and true teaching
techniques
29%
36%
16%
32%
29%
18%
A school policy that removes
kids who are routinely
disruptive
29%
42%
11%
29%
38%
12%
A better preparation for
college
27%
45%
13%
29%
40%
12%
Better teachers
26%
33%
22%
30%
26%
23%
Higher academic standards¹
24%
53%
8%
26%
45%
9%
Good work habits
22%
45%
19%
25%
38%
19%
More safety and security
20%
51%
13%
19%
46%
15%
More discipline and order
in the classroom
18%
61%
8%
18%
54%
10%
An environment that promotes
such values as honesty
and responsibility
17%
54%
16%
19%
46%
20%
Smaller class size
13%
67%
6%
13%
65%
5%
An appreciation for religious
values
11%
70%
4%
9%
69%
5%
'Leader wording: "expectations" instead of "standards"
Note: Percentages in tables may not add up to 100% because "not sures" are not reported, or because of rounding. Rounding may also
cause slight discrepancies between numbers in the text and numbers in the tables.
37
Public Agenda 1995
TABLE 1 (continued)
Comparison of Public and Private Schools
Question: "Now I'm going to ask you to compare your community's public schools and the
private non-religious/Catholic/Christian schools.* In your area, which schools are generally
more likely to provide:"
*Question wording was tailored to fit respondent's point of comparison.
(compares public to combined private responses)
TEACHERS
LEADERS
Public
Private
Same
Public
Private
Same
An environment that teaches
kids how to deal with people
from diverse backgrounds
81%
5%
8%
59%
14%
22%
A better education for kids
with special needs, such as
the physically handicapped
86%
4%
4%
62%
13%
14%
Tried and true teaching
techniques
57%
9%
25%
17%
34%
37%
A school policy that removes
kids who are routinely
disruptive
30%
51%
10%
13%
63%
17%
A better preparation for
college
52%
20%
22%
17%
54%
25%
Better teachers
71%
3%
19%
27%
25%
41%
Higher academic standards¹
50%
24%
19%
9%
65%
22%
Good work habits
25%
26%
42%
7%
58%
29%
More safety and security
31%
33%
24%
6%
67%
24%
More discipline and order
in the classroom
23%
49%
18%
4%
82%
13%
An environment that promotes
such values as honesty
and responsibility
21%
30%
42%
5%
63%
28%
Smaller class size
18%
60%
11%
6%
77%
14%
An appreciation for religious
values
11%
76%
6%
2%
84%
7%
'Leader wording: "expectations" instead of "standards"
38
Assignment Incomplete: The Unfinished Business of Education Reform
TABLE 2
Satisfaction with Public Schools
Question: "Overall, would you say that the public schools in your community are doing an
excellent, good, fair or poor job?"
GENERAL PUBLIC
PARENTS
TEACHERS
LEADERS
Excellent
16%
24%
42%
11%
Good
39%
47%
46%
42%
Fair
26%
21%
11%
34%
Poor
10%
7%
1%
12%
TABLE 3
Proposed Solutions for Failing Public Schools
Question: "If the public schools in your community had been failing to give kids a quality
education for 10 or 15 years, which of the following would you want done FIRST:"
GENERAL PUBLIC
PARENTS
TEACHERS
LEADERS
Give parents vouchers to make
private schools a more
affordable option
28%
30%
6%
16%
Overhaul the public schools
28%
25%
47%
65%
Increase the money
public schools get
20%
25%
28%
6%
Have companies that specialize
in education run the local
public schools
10%
8%
4%
8%
Have the state government
take over and run the local
public schools
6%
3%
7%
2%
39
Public Agenda ©1995
TABLE 4
Pressure on Students
Question: "When it comes to school and education, people have different views about what is
too much pressure and what is too little pressure. How about [INSERT]? Does this seem like
too much pressure, too little pressure, or is it about right?"
GENERAL PUBLIC
PARENTS
Too much Too little About right
Too much
Too little
About right
Parents who insist their
A-average high school student
spend summer vacation
taking advanced courses even
though he wants time off
84%
4%
9%
87%
4%
8%
Parents who urge their child
who is already an "A"
high school student to study
longer and take tougher courses
61%
4%
29%
67%
5%
24%
A high school principal who
eliminates team sports to get
kids to concentrate on
academics
49%
13%
32%
47%
14%
32%
A high school principal who
constantly pushes teachers/
students to maintain school's
top academic ranking
44%
6%
44%
47%
5%
44%
Parents who insist their
B-average high school student,
who is capable of getting
A grades, stay after school
and do extra work
42%
4%
48%
47%
5%
43%
A high school teacher who
fails a kid who tried hard but
did not learn course material
34%
10%
46%
36%
13%
42%
A teacher who requires a
struggling C-average high school
student to do extra work by
staying after school
27%
6%
61%
29%
8%
58%
A high school principal
who stresses academic work
and expects teachers to give
homework and tests often
19%
6%
71%
20%
6%
70%
A school district that will give
high school students a
diploma at age 18 even if they
fail to meet basic standards
12%
78%
7%
11%
77%
8%
A high school teacher who
does not criticize children's
poor quality work so their
self esteem is not damaged
12%
43%
37%
12%
41%
39%
Parents who look the other way
when their high school student
brings home failing grades
11%
80%
6%
11%
82%
5%
40
Assignment Incomplete: The Unfinished Business of Education Reform
TABLE 4 (continued)
Pressure on Students
Question: "When it comes to school and education, people have different views about what is
too much pressure and what is too little pressure. How about [INSERT]? Does this seem like
too much pressure, too little pressure, or is it about right?"
Teachers
Leaders
Too much
Too little
About right
Too much
Too little
About right
Parents who insist their
A-average high school student
spend summer vacation
taking advanced courses even
though he wants time off
88%
2%
8%
90%
1%
5%
Parents who urge their child
who is already an "A"
high school student to study
longer and take tougher courses
55%
3%
35%
62%
1%
28%
A high school principal who
eliminates team sports to get
kids to concentrate on
academics
65%
11%
17%
57%
6%
26%
A high school principal who
constantly pushes teachers/
students to maintain school's
top academic ranking
49%
3%
40%
55%
3%
38%
Parents who insist their
B-average high school student,
who is capable of getting
A grades, stay after school
and do extra work
28%
3%
60%
35%
4%
54%
A high school teacher who
fails a kid who tried hard but
did not learn course material
31%
5%
51%
23%
4%
61%
A teacher who requires a
struggling C-average high school
student to do extra work by
staying after school
33%
2%
53%
23%
5%
62%
A high school principal
who stresses academic achievement
and expects teachers to give
homework and tests often
14%
3%
79%
4%
3%
91%
A school district that will give
high school students a
diploma at age 18 even if they
fail to meet basic standards
6%
85%
4%
7%
89%
1%
A high school teacher who
does not criticize children's
poor quality work so their
self esteem is not damaged
6%
50%
34%
3%
75%
15%
Parents who look the other way
when their high school student
brings home failing grades
8%
88%
2%
5%
93%
1%
41
Public Agenda ©1995
TABLE 5
Where Kids Face Pressure
Question: "Where would you say that kids generally face the most pressure and stress today?"
GENERAL PUBLIC
PARENTS
TEACHERS
LEADERS
Among their friends because of
peer pressure
40%
46%
35%
49%
At home because of troubled families
27%
22%
51%
36%
In their neighborhoods because of
the threat of drugs and crime
20%
18%
8%
10%
At schools because of tough academic
expectations
9%
10%
3%
<1% <
42
Assignment Incomplete: The Unfinished Business of Education Reform
TABLE 6
Importance of Various Subject Areas
Question: "Now here are some things the local public schools in your community could
concentrate on teaching. Please tell me whether you think each is absolutely essential, impor-
tant but not essential, or not too important for your local schools to be teaching. "
PERCENTAGE SAYING
"ABSOLUTELY ESSENTIAL"
GENERAL PUBLIC
PARENTS
TEACHERS
LEADERS
Basic reading, writing and
math skills
92%
91%
98%
99%
Good work habits such as being
responsible, on time, and disciplined
83%
79%
92%
88%
Computer skills and media
technology
80%
78%
88%
75%
The value of hard work
78%
77%
84%
70%
Values such as honesty and
tolerance of others
74%
71%
80%
76%
Habits of good citizenship such
as voting and caring about the nation
66%
64%
78%
58%
How to deal with social problems
like drugs and family breakdown
64%
63%
65%
39%
American history and American
geography
63%
61%
83%
61%
Biology, chemistry and physics
59%
56%
65%
43%
Practical job skills for office
or industry
57%
55%
57%
33%
Curiosity and a love of learning
57%
61%
69%
61%
Advanced mathematics such
as calculus
37%
38%
22%
29%
The history and geography of
such places as Europe or Asia
35%
35%
48%
29%
Classic works from such writers
as Shakespeare and Plato
23%
21%
33%
21%
Sports and athletics
23%
22%
19%
7%
Modern American writers such
as Steinbeck and Hemingway
22%
21%
29%
20%
TABLE 7
What Determines Success in Jobs and Careers?
Question: "I'm going to read four things that could determine people's success in their jobs and
careers. Which do you think is generally most important?"
PERCENTAGE SAYING
"MOST IMPORTANT"
GENERAL PUBLIC
PARENTS
TEACHERS
LEADERS
Being persistent and having
inner drive
41%
38%
50%
38%
Getting an excellent academic
education
27%
29%
11%
32%
Knowing how to deal with
people well
23%
25%
33%
29%
Knowing the right people and
having connections
6%
5%
4%
2%
43
Public Agenda 195
METHODOLOGY
T
0 assess Americans' attitudes towards public education, Public Agenda conducted a
national telephone survey with 1,200 randomly selected adults. The sample includes 800
members of the general public, as well as "oversamples" of 200 parents with children in public
schools and 200 public school teachers. The survey was preceded by twelve focus groups. A nation-wide
mail survey of 1,151 economic, political, civic and educational leaders was conducted as well.
The Telephone Survey
Public Agenda designed the survey questionnaire and contracted Eastern Research Services of
Pennsylvania to execute the interviews and tabulate the results. Telephone interviews were con-
ducted from May 12 to May 25, 1995 with a total of 1,200 adults.
General public respondents (n=800) were selected through a standard random digit-dialing
technique whereby every household in the continental United States, including those with unlisted
numbers, had an equal chance of being contacted. The sampling error is plus or minus 3.4% for the
general public sample; it is higher when comparing percentages across subgroups. As in all surveys,
question-order effects and other non-sampling sources of error can affect results.
In addition to the general public sample, a randomly drawn oversample of 200 parents with
children currently in public schools was surveyed. When the study reports results for parents, it pools
the 200 oversampled parents with the 239 parents appearing "naturally" in the general public sample,
for a total sample size of 439 parents. A randomly drawn oversample of 200 public school teachers
was surveyed as well. Teachers were first contacted at their schools and invited to either participate
in the survey immediately or to make an appointment to be interviewed at a time and place of their
choosing. If the teacher was not available a message with a toll-free 800 number was left to allow for
a return call. The oversample of 200 teachers was pooled with the 37 public school teachers appear-
ing naturally in the general public sample, for a total sample size of 237 public school teachers.
The Mail Survey
A questionnaire, comparable to the telephone survey of the public, was mailed to 3,650 economic,
political, civic, and educational leaders across the country in carly May, 1995. A reminder postcard
was sent out a week later, followed by a second mailing of the questionnaire to non-respondents. The
process netted 1,151 completed questionnaires for an overall response rate of 32%. Of those, 417
respondents are administrators and decision-makers in the public school system, including district
superintendents, principals, presidents of school boards and state education commissioners. The
remaining 734 respondents are broken down as follows: 261 leaders from the economic sector
(directors of Chambers of Commerce, personnel directors from mid-sized businesses, presidents of
professional associations, and union presidents); 165 leaders from the political sector (mayors, state
legislators and governors' senior staff); 207 civic leaders (college presidents, religious leaders, police
chiefs, media editors and station managers, and heads of foundations and social service agencies);
and 101 leaders from other categories.
The Focus Groups
This study draws on two sets of focus groups conducted in 1995 by Steve Farkas and Will
Friedman. One set was conducted for the joint Public Agenda/Institute for Educational Leadership
project between February 16 and June 12 in Ft. Lee (NJ), San Francisco, Bridgeport (CT), Birming-
ham, Cincinnati, and Elmsford (NY). Participants included parents of children in public schools,
teachers, business people, young unmarried adults, senior citizens, and college admissions officers.
Participants reflected the general demographic characteristics of the community in which the focus
groups took place.
The second set of focus groups was conducted between June 26 and July 17 for a project under-
taken on behalf of the Education Task Force of The Business Roundtable. Half of the groups were
with parents with a high school degree or less, and half were with parents who had at least a four-
year college degree. They also reflected the general demographic characteristics of the community in
which the focus groups took place. The groups took place in Middletown (NY), Birmingham, Cincin-
nati, Denver, Albuquerque, and Sacramento.
NOTES
'For example, for every year from 1985 through 1995, the Phi Delta Kappa/Gallup Survey of the Public's
Attitudes Toward the Public Schools shows that Americans consistently "grade" their community's public schools
higher than they grade the public schools of the nation as a whole. The September 1995 survey shows that 41% of
respondents give community public schools an A or B, whereas only 20% give the public schools of the nation as a
whole an A or B. National survey of 1,311 adults.
44
Assignment Incomplete: The Unfinished Business of Education Reform
2John Immerwahr with Jill Boese and Will Friedman, The Broken Contract: Connecticut Citizens Look at Public
Education, Prepared for the William Casper Graustein Memorial Fund (Public Agenda, 1994).
³Somewhat surprisingly, the "not sures" are not just older Americans whose children are long out of school or
younger people without children. Almost a third (32%) of parents with children currently in public schools say that
they aren'table to judge which schools are better overall.
4 These findings raise the question of what people have in mind when they talk about "private schools." In this
study, respondents were asked early in the questionnaire what kind of schools they picture when they think of
private schools. Forty percent said they think mainly of Catholic parochial schools: 22% said they think of
non-religious private schools, and 20% said they think of Christian academics. All subsequent questions referred to
the actiprivate school respondents initially said they had in mind.
⁵August. 1995, Empire State Survey (A joint project of the Empire Foundation and The Lehrman Institute),
Telephone survey of 1,218 adult New Yorkers.
"Jean Johnson and John Immerwahr, First Things First: What Americans Expect from the Public Schools (Public
Agenda, 1994). National telephone survey of 1,198 adults. Respondents were asked if "taking persistent trouble-
makers out of class so that teachers can concentrate on the kids who want to learn" would improve academic
achievement. Using a 5-point scale, where 5 means it would improve academic achievement a great deal, and 1
means it would not improve academic achievement at all, 73% rated this scenario a 4 or 5.
⁷August 1992, Phi Delta Kappa/Gallup Survey: Attitudes Towards the Public Schools 1992. National survey of
1,306 adults. Exact wording: "In your opinion, should physically handicapped children be put in the same class-
rooms with other students, or should they be put in special classes of their own?" Responses: Same classroom (65%),
Special classes (27%), Don't know (8%). Exact wording: "In your opinion, should mentally handicapped children be
put in the same classrooms with other students, or should they be put in special classes of their own?" Responses:
Same classroom (22%), Special classes (67%), Don't know (11%).
"For example: July 1992, Louis Harris and Associates, National telephone survey of 1254 adults: "President
Bush's new education plan outlines a series of steps to improve the nation's public schools. For each aspect of the
plan, tell-me whether you strongly support it, somewhat support it, somewhat oppose it, or strongly oppose it?
Creating a svstem of parental choice under which government funds could be transferred to private and parochial
schools." Responses: Strongly/somewhat support (63%), somewhat/strongly oppose (35%), Not sure (2%).
July 1992, Omnifacts, Inc., National telephone survey of 754 adult blacks: "Which of the following statements
best describes your position on educational choice choice in education is just a way for wealthy parents to have the
government pay for their children's private school tuition [Statement A] or choice in education will help poor
children gain access to a better education [Statement B]?" Responses: Statement A (13%), Statement B (83%),
Don't know (4%).
March 1993, Louis Harris and Associates, National telephone survey of 1,255 adults: "Would you strongly
support, somewhat support, somewhat oppose, or strongly oppose giving people the option of paying somewhat more
if they prefer to use any doctor or hospital of their choice?" Responses: Strongly/somewhat support (83%), Some-
what/strongly oppose (15%), Not sure (2%).
Promises to Keep: A Technical Appendix (Public Agenda, 1995), National telephone survey of 1,100 non-retired
adults ages 22-61. "As things stand now would you say that you are able to choose the best place to invest the
money in your retirement accounts on your own, that you need help and advice, or that you would like someone
else to make the choice for you?" Responses: I can do it on my own (51%), I need help (35%), Someone else make
the choice (12%), Don't know (2%).
9Immerwahr, The Broken Contract. Exact wording: "Which of the following comes closer to your view? Connecti-
cut should rely on private companies to run the most troubled school districts because these districts have had long
histories of poor performance [Statement A] OR Connecticut should not rely at all on private companies to run any
of its schools because such companies care more about profits than about the education of children [Statement B]"
Responses: Leaders (Statement A-32%, Statement B-35%, Not sure-34%) Public (Statement A-24%,
Statement B-57%, Not sure-13%).
¹⁰In Putting Learning First: Governing and Managing Schools for High Achievement (A Statement by the Research
and Policy Committee of the Committee for Economic Development (CED), 1994), the CED argues that "the
primary mission of the public schools should be learning and achievement. Schools should solidly ground all
students in language and mathematical skills and provide them with a broad base of knowledge in subjects such as
literature, science, foreign languages, history, social sciences, and the arts."
"September 1995, Phi Delta Kappa/Gallup Survey. When asked, "Would you favor stricter requirements for
high school graduation even if it meant that significantly fewer students would graduate than is now the case?"
65% of respondents said "Yes," 29% said "No" and 6% said "Don't know."
¹²September 1995, Phi Delta Kappa/Gallup Survey.
¹³John Immerwahr with Steve Farkas, The Closing Gateway: Californians Consider Their Higher Education System
(Public Agenda, 1993). Prepared for the California Higher Education Policy Center.
¹⁴Exact wording: "People who are highly educated often turn out to be 'book smart' but lack the common sense
and understanding of regular folks. Is that very close, somewhat close, not too close, or not close at all to your own
view?" Responses: Very/somewhat close (71%), Not too/not at all close (27%), Not sure (1%).
¹⁵Exact wording: "People who are highly educated often think they are better than others. Is that very close,
somewhat close, not too close, or not close at all to your own view?" Responses: Very/somewhat close (66%), Not
too/not at all close (33%), Not sure (2%).
45
Public Agenda ©1995
RELATED PUBLICATIONS
*First Things First: What Americans Expect from the Public Schools. 1994. Based on a national
study of over 1,100 members of the public, including 550 parents of children in public school,
this report examines attitudes about values conflicts in public schools as well as views on
reform. The study offers detailed analyses of the views of white and African-American parents,
as well as parents identified as traditional Christians. Copies are available from Public Agenda
for $10.00.
*The Broken Contract: Connecticut Citizens Look at Public Education. 1994. Prepared by Public
Agenda for the William Casper Graustein Memorial Fund, this report describes how the
citizens of Connecticut feel about public education and integration in their state and why they
hold these attitudes. The gaps among educators, business leaders, and the public, including a
special focus on African-Americans and Latinos, are outlined. Copies are available from Public
Agenda for $5.50.
Contested Values: Tug-of-War in the School Yard. 1995. Prepared by Public Agenda for the
National Issues Forums, this citizen discussion guide lays out pro and con arguments for having
schools promote diversity and tolerance; having them convey a common core of civic values;
having them teach traditional Christian values; and granting parents the choice of which
schools their children will attend. The book can be ordered from McGraw-Hill, Inc. by calling
1-800-338-3987. ISBN 0-07-051825-4
*Crosstalk: The Public, The Experts, and Competitiveness. 1991. A research report from Public
Agenda and the Business-Higher Education Forum. The report describes a gap between the way
leaders and the public view the issue of U.S. economic competitiveness and the associated crisis
in education and work force training. Copies available from Public Agenda for $17.50.
*Divided Within, Besieged Without: The Politics of Education in Four American School Districts.
1993. Prepared by Public Agenda for the Kettering Foundation. This study reports the results
of over 200 face-to-face interviews with teachers, principals, administrators, school board
members, parents, and business executives in four typical school systems. The report can be
ordered from Public Agenda for $10.00
*Educational Reform: The Players and the Politics. 1992. Prepared by Public Agenda for the
Kettering Foundation. Based on a 1992 mail survey of teachers, principals, superintendents,
school board members, and business executives, the study documents differences in their
evaluations of the performance of the schools. The report is $8.50 from Public Agenda.
Effective Public Engagement. 1993. Prepared by Public Agenda for The New Standards Project.
Based on focus groups with teachers, parents, students and members of the general public, this
study explores responses to higher standards and suggests ways to address people's reservations.
To order, write or call The National Center on Education and the Economy, 700 11th Street
NW, Suite 750, Washington, DC 20005. Tel: (202) 783-3668. The report is $5.00 for New
Standards partners, $25.00 for non-partners.
*Math Leads the Way: Perspectives on Math Reform. 1993. Prepared by Public Agenda for The
Math Connection. A survey of more than 1000 participants in a national video-conference on
math reform sponsored by WQED in Pittsburgh and the Math/Science Education Board. This
study identified a consensus among math educators about the kinds of changes needed to
improve student achievement. Single copies are available from Public Agenda for $7.50.
The Closing Gateway: Californians Consider Their Higher Education System. 1993 and Preserving
the Higher Education Legacy. 1995. Prepared by Public Agenda for the California Higher Educa-
tion Policy Center. Based on leadership interviews focus groups, plus phone surveys in Califor-
nia and nationwide, these two studies compare Californians' perceptions of cost, accessibility,
value, and opportunity in their higher education system with those of citizens in other parts of
the country. Available from the California Higher Education Policy Center, 160 West Santa
Clara Street, Suite 704, San Jose, CA 95113. Ask for report #93-6 (Closing Gateway); Report
#95-3 (Legacy).
*Reports marked with an asterisk can be ordered by calling or writing Public Agenda at 6 East 39th Street, New York, NY 10016:
Tel: (212) 686-6610, Fax: (212) 889-3461.
46
PUBLIC AGENDA
OFFICERS *AND STAFF
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FYI
Lake Research
MEMORANDUM
To:
White House Political Affairs
From:
Lake Research
Subject:
Recommendations for Framing the Education Debate
Date:
October 25, 1995
This memorandum summarizes conclusions drawn from recent research on American voters'
issue priorities, including research specific to education issues conducted for the American
Association of University Women in August 1995. One purpose of these groups was to
identify the most effective ways to talk about cuts in the federal education budget for women
voters. In other words, how can we maximize the impact of a national (federal) dialogue
about an issue with such a strong local and state component?
The starting point of this research was the fact, confirmed by a wide range of research, that
education is a powerful issue, and one that carries particular intensity for women voters.
During the past few years, however, political strategists have argued whether education is
most effectively framed in an economic context or a values context. We believe that, when it
comes to framing a federal debate, both approaches have both strengths and clear limits for
the President:
Framing education in terms of values is important because voters see the failure of
education as central to a broader decline in morals. In addition, for the President, a
values framework helps maximize his personal connection to voters. However, in a
federal context, a values framework is substantially weakened by voters' strong
belief that values are not a federal responsibility, by their inability to conceive of
a federal education program that could effectively restore values, and by their
suspicions of a values program imposed at the federal level rather than emerging
from the local community.
Framing education in terms of the economy is important because this is in fact
the context in which voters support a strong federal role. The reason education
should be federal priority, in voters' minds, is that education is central to the
country's economic future and to their children's economic future. This is also a
major reason they look for leadership at all levels of government, including federal
and Presidential leadership. However, as we have seen and other research has
1730 Rhode Island Avenue, NW Suite 400 Washington, D.C. 20036 tel: 202-776-9066 fax: 202-776-9074
Lake Research
page 2
demonstrated, framing education strictly in terms of economics is often too abstract to
effectively harness the emotional power of the issue.
In short, we strongly recommend the following for a national (federal) debate:
Framing a message in economic terms is the best way to get voters to think about
education in national terms, rather than locally. In general, voters think about the
problems in education as well as their solutions in a local context. The economy,
however, is something they think about nationally as well as locally, and an economic
framework is critical to linking their strong education concerns to a federal context.
To harness voters' strong concerns about education and their economic anxiety
simultaneously, the language used to talk about education in economic terms must be
broad enough to be relevant to the largest number, and it must seem big enough for
the context. Limiting an economic message to job training is thus ineffective -- it is
narrow and it is not personally relevant to most, nor does it tap voters' broader
emotional concerns about their children's future. Voters see job training as a good
idea, but hardly as a major economic dialogue. An economic message should be
framed much more broadly and include strong language about what the future holds
for our children.
Framing a message in terms of values is important in building the President's
personal profile on this issue and communicating both his understanding of the
issue and his character. Values are particularly important in a defensive context,
helping neutralize right-wing attacks on Democratic leadership for failing to
address the current lack of values. Voters, blue collar women especially, clearly
link the failure of American education with a broader context of declining morals and
increasing dangers for their children, with the image of guns in the schools both vivid
and symbolic. Discussing education in this context is critical for the President in
making a personal connection to these voters, minimizing the distance that the right
seeks to inject.
Even in the context of the economy, voters have difficulty imagining (although they
support) a specific federal role in education. The best goal and programmatic
example of a federal role is the idea of national standards. Although education is
primarily a local issue for these voters, they believe it is important to have high
national standards, and this is the area where they most clearly support a federal role.
Voters believe it is important not to have a country where children who move from
one state to another could be sacrificing a good education.
In addition, voters support national involvement in safety net and opportunity
programs like Head Start, school lunches, and college loans, and they support federal
involvement in improving teacher training. The Christian Coalition's desire to end
Lake Research
page 3
national standards and turn school lunches over to families and private charities are
two of their vulnerabilities.
Populist messages are effective because these voters already believe that Congress
would rather help themselves and the wealthy than ordinary people. Two types of
populist messages clearly resonate. The first is the idea that Congress is cutting
education at the same time they are pushing a tax-break for the wealthy. The
juxtaposition of these ideas is consistent with voters' suspicions of Congress,
politicians, and Republicans, and it sends the message that the cuts are not defensible.
The second message that works is political populism -- pointing out that Congress
voted to expand their own perks (such as installing new elevators) while cutting
education. Again, this is consistent with existing assumptions about Congress, and
sends a signal that the cuts cannot be defended as the right thing to do. It clearly
positions these education cuts as the wrong priorities rather than reform.
An effective message is on the side of reform, not the status quo. Voters are not
happy with the current state of American education, they are critical of government
bureaucracies and programs as a general rule, and they have no reason to believe that
federal programs on education are any better than any other federal programs. Thus,
while they support a national role, they also believe that everything the federal does
could be improved substantially. Our message must incorporate an acknowledgement
that reform is needed. The best contrast for us is reform versus elimination; the
contrast we must avoid is the status quo versus reform, with our side positioned as the
status quo.
In sum, we would recommend an overarching message on education that incorporates the
language of economics, children, and the future, as well as a federal commitment to
standards. When on the offensive, we would recommend incorporating the language of
values implicitly -- for example, through references to guns in the schools, which is a
constant theme among those who most decry the erosion of values, and through reinforcement
of the need to restore responsibility and discipline -- the two most frequently-mentioned
values that voters want returned to the classroom:
Education is fundamental to our country's future, and to the future of our children.
As a nation, we need to make a public commitment to a quality education for every
child. A quality education means an education where hard work, responsibility, and
accomplishment are rewarded, and where guns and violence are not classroom
dangers. We need to set the highest standards, and we need to make this a national
priority. Things like Head Start, strong teacher training, and college loans are
fundamental to setting such standards. We should be improving them, not eliminating
them. They are fundamental to building a strong economic future for our children.
They are fundamental to creating tomorrow's leaders, and to giving our children a
sound foundation on which to build their future.
October 25, 1995
Note to Michele Cavataio
Attached as requested is public opinion poll data on the topics you requested. We assume that
you were able to reach OERI concerning research on these topics.
Please let us know if we can provide further assistance.
Dal Deilo
Val Plisko
Attachment
CC:
Mike Smith
Alan Ginsburg
PUBLIC OPINION POLL DATA ON SELECTED ISSUES
Public opinion poll data is attached for the following topics:
Teacher Exams
Uniforms
Class Size
Longer School Periods/Longer School Year
Single-Sex Classes
Inclusion of Students with Disabilities
Alternative Schools for Disruptive Students
Teaching Values and Morals in Schools
Teaching Basics
Teaching Writing Without Teaching Spelling
Teaching Math with Calculators
There is no public opinion poll data available for the following topics:
Teacher Tenure
Race Norming
Remedial Education in Universities
Teacher Exams
While there is no public opinion poll data on giving examinations to teachers themselves, the
1993 Gallup Poll asked about possible uses for national standardized tests of students, in
addition to measuring students' academic achievement.
The public strongly supports using standardized national tests of students to "identify
areas in which teachers need to improve their teaching skills" (87%); this was ranked
second, after "to identify areas in which students need extra help" (91%). Forty-six
percent say they should be used to "determine how much teachers should be paid."
Uniforms
A 1994 Public Agenda survey, while it did not ask specifically about school uniforms,
found support for appropriate dress for teachers and students: 56 percent of the
general public favor "requiring teachers to dress like professionals" and 49 percent
favor "requiring kids to dress in standard clothing, such as a button-down shirt and
slacks for boys." Support among African American parents was very high, with 71
percent favoring professional dress for teachers (white parents, 47%) and 64 percent
favoring standard clothing for students (white parents, 41%).
Class Size
A 1994 Public Agenda survey asking about serious problems in local schools found
that 50 percent of the public said "classes are too crowded" was serious (combines
"very serious" with "somewhat serious"); 63 percent of African American parents and
55 percent of white parents said this. Overcrowded classes was ranked seventh on a list
of 13 problems by the general public.
According to a 1993 Princeton/Newsweek national poll, when parents were asked to
pick "the best way to improve the quality of education in your children's schools"
from a list of six, "smaller classes" topped the list (35%).
The 1991 Gallup Poll found that 72 percent of the public oppose increases in class size
for their local schools as a way to reduce education spending (21 percent were in
favor).
The 1991 Gallup Poll found that, when choosing a public school for a child, 57 percent
of the public consider the size of classes very important, 31 percent say fairly
important, and 9 percent say not too important (1%, not important at all; 2% don't
know).
The 1995 Public Agenda survey confirmed that the public sees the smaller classes
offered by private schools as an advantage; 67 percent of Americans say that private
schools do better on this score, compared with 13 percent who indicate that public
schools have the advantage.
Longer School Periods/Longer School Year
The 1993 Gallup Poll asked whether respondents favor or oppose extending the school
day or year in their local public schools; 52 percent were in favor, with 47 percent
opposed (1% don't know).
The 1993 Gallup Poll also asked what plan respondents would prefer for extending the
time children spend in school; 47 percent prefer "increasing the number of days in the
school year," 33 percent prefer "increasing the number of hours in the school day," 5
percent favor "having classes on Saturday morning," 2 percent favor a combination,
and 12 percent favor none of these (1% don't know).
A 1993 Newsweek/PTA poll asked respondents how much they thought increasing the
number of school days from 180 to 220 or 240 "like some countries in Europe and
Asia" would help improve the educational system in their area. Respondents were
asked to rate the idea on a scale from 1 to 7:
("would help enormously") 7
25%
6
12%
5
15%
4
10%
3
7%
2
7%
("would not help at all")
1
20%
The 1993 Newsweek/PTA poll also asked respondents to rate how much they thought
year round schools "in which the 3 month summer break would be replaced by several
short vacations, each a few weeks in length" would help improve education locally.
("would help enormously") 7
29%
6
9%
5
13%
4
6%
3
9%
2
6%
("would not help at all")
1
24%
A 1992 Gallup/Life Magazine poll asked whether, "taking into account that changes in
education may cost more money and require additional tax dollars," respondents favor
extending the school day (40% were in favor, 58% opposed) and school year (49% in
favor, 48% opposed).
Single-Sex Classes
A 1991 Los Angeles Times survey asked respondents about "special public schools for
young black males" (the question included reasons to favor the idea-"on the grounds
that this group has special serious problems that require a particular type of
educational environment"-or oppose it-"on the grounds that it is unfair to girls and
non-blacks and encourages segregation"): 32 percent felt strongly that such schools
should be allowed, 20 percent felt (not strongly) that they should be allowed, 13
percent felt (not strongly) that they should not be allowed, and 28 percent felt strongly
that they should not be allowed.
A 1994 national survey of adult women by Redbook Magazine asked about single-sex
education for women. When asked during what years they think it is most important
for girls to have single-sex education, 39 percent say grade school, 37 percent say junior
high, 5 percent say high school, 1 percent say high school, 5 percent say all years (total
in favor: 86%) and 12 percent do not favor single-sex education.
Inclusion of Students with Disabilities
The 1995 Gallup Poll included several questions on the inclusion of students with disabilities.
Only 26 percent of the public believes that "children with learning problems" should
be "put in the same classes with other students"; 66 percent believe that they should be
"put in special classes of their own (8 percent don't know). While there were few
significant differences in the responses from different categories of people, there was a
difference by age: "the older the person interviewed, the less likely he or she was to
approve of inclusion. Only 15 percent of persons over age 65 favored the idea, while
34 percent of 18- to 29-year-olds did."
When asked about the effect on other students of "including children with learning
problems in the same classrooms with other students," 23 percent said it would have a
positive effect, 37 percent said it would have a negative effect, and 36 percent said it
"would make little difference (4% don't know).
When asked about the effect of inclusion on "children with learning problems
themselves," 38 percent said it would have a positive effect, 40 percent said it would
have a negative effect, and 17 percent said it would make little difference (5% don't
know).
An earlier Gallup Poll (1992) asked about the inclusion of students with physical and mental
disabilities.
For "physically handicapped children," 65 percent of respondents said they should be
"put in the same classrooms with other students" while 27 percent said they should be
"put in special classes of their own" (8% don't know).
By contrast, when the same question was asked about "mentally handicapped
children," only 22 percent said "the same classrooms," while 67 percent said "special
classes" (11% don't know).
The recent Public Agenda Foundation report Assignment Incomplete: The Unfinished Business
of Education Reform summarizes their research on public opinion on the inclusion of children
with disabilities as follows: "Most people want such children to receive an education that will
help then achieve to the best of their ability, but many also worry that mainstreaming 'takes
away' from the education of 'average children'-both siphoning off funds and distracting
teachers in class."
A 1994 Public Agenda study found that only 34 percent of Americans think that
heterogenous group (mixing students with different ability levels) will increase student
learning. African American and white parents show equal skepticism (61% versus
62%). Moreover, 72 percent of the public believes that average learners get less
attention in school than either fast or slow learners.
Alternative Schools for Disruptive Students
The 1995 Gallup Poll included the following questions on this topic:
When asked about what to do with "a student in a public school in this community"
who was "guilty of continually disruptive behavior in school," 20 percent would prefer
"expelling the student from school" while 77 percent would prefer "transferring the
student to a separate facility for special attention" (2% prefer neither; 1% don't know).
When asked about a student who was "guilty of violence against another student or a
teacher," 31 percent would prefer "expelling the student from school" while 66 percent
would prefer "transferring the student to a separate facility for special attention" (2%
prefer neither; 1% don't know).
Teaching Values and Morals in Schools
A 1995 Public Agenda survey asked respondents how important they thought various subject
areas were for their local public schools to concentrate on teaching.
While basic skills received the most support (rated "absolutely essential" by 92 percent)
and computer skills ranked third (80%), all the other areas that received the highest
rankings were related to values, not academic subjects: 83 percent said it is absolutely
essential for schools to teach "good work habits such as being responsible, on time, and
disciplined"; 78 percent said "the value of hard work"; 74 percent said "values such as
honesty and tolerance of others"; 66 percent said "habits of good citizenship."
By contrast, no academic subject was considered as absolutely essential by more than
63 percent of respondents (American history/geography, 63%; science, 59%; advanced
mathematics, 37%; world history/geography, 35%; classic literature, 23%; modern
American literature, 22%).
Support for character education, while not universal, is significant.
The 1994 Gallup Poll found that a plurality of the public support character education,
with 49 percent in favor (but 39 percent against), while a majority (57%) of public
school parents show support for the idea (with 34 percent opposed).
A 1994 Princeton/Newsweek poll found strong support for "classes in 'character
education' to help public school students develop moral values and ethical behavior":
34 percent of the public are strongly in favor and 49 percent favor it, with only 16
percent opposed.
When the 1994 Gallup Poll asked the public to respond to a list of character traits that should
be included in curriculum, respondents expressed strong support:
Respect for others:
94%
Industry/hard work:
93%
Persistence:
93%
Fairness in dealing with others:
92%
Compassion:
91%
Civility:
91%
Self-esteem:
90%
High self-expectations:
87%
Thrift:
74%
Teaching Basics
The 1995 Public Agenda report Assignment Incomplete includes an extensive discussion of their
findings on public support for "the basics," based on surveys and focus groups. Public support
for "the basics" is overwhelming; in focus groups, the topic is always raised by participants.
The support is a result of concern that some kids are slipping through the cracks, not even
learning to read or make change; a high school diploma is seen as guaranteeing nothing.
Despite concern among some reformers that public concern over "the basics" implies
reactionary opposition to higher standards or challenging curricula, that does not seem to be
the case. The public sees "the basics" as a floor, not a ceiling: "While some reformers fear that
the public means 'basics only,' what the public really wants is 'basics first." Reading, writing,
arithmetic (and for many, computer literacy) are the absolute minimum, but there is
recognition that education needs to provide other things as well.
When Public Agenda (1995) surveyed the public about whether certain subjects or topics were
"absolutely essential, important but not essential, or not too important" for their local public
schools to be teaching:
"Basic reading, writing, and math skills" topped the list, rated as absolutely essential by
92 percent of the general public, 91 percent of parents, and 98 percent of teachers. In a
separate survey of economic, political, civic, and educational leaders, 99 percent said
"the basics" are absolutely essential.
Good work habits (83%), values such as honesty and tolerance (74%), and good
citizenship (66%) received high ratings. Except for computer skills (80%), no subject
area even came close to "the basics" (the highest was American history/geography-63
percent).
The American public sees learning in pragmatic terms; reading, writing, and arithmetic
rank at the very top, while learning great literature is considered essential by less than
one-quarter (23%) of respondents.
Teaching Writing Without Teaching Spelling
A 1994 Public Agenda survey found that 60 percent of respondents reject the strategy
of encouraging young writers to express themselves creatively, without requiring
perfect spelling and grammar. Rather, they want the rules emphasized "from the
beginning."
Teaching Math with Calculators
According to a 1994 Public Agenda survey, most of the public (86%) feels that students
should learn to do arithmetic "by hand" and memorize multiplication tables before
using calculators, while only 10 percent believe that early use of calculators and
computers is a better way to teach math concepts than memorization and hand
calculation.
By contrast, a 1993 Public Agenda survey found that 82 percent of math educators felt
that "early use of calculators will improve children's problem-solving skills and not
prevent the learning of arithmetic."
Sources
S. Elam, L. Rose, and A. Gallup, "The 23rd Annual Gallup Poll of the Public's Attitudes
Toward the Public Schools," Phi Delta Kappan, September 1991.
S. Elam, L. Rose, and A. Gallup, "The 24th Annual Gallup Poll of the Public's Attitudes
Toward the Public Schools," Phi Delta Kappan, August 1992.
S. Elam, L. Rose, and A. Gallup, "The 25th Annual Phi Delta Kappa/Gallup Poll of the
Public's Attitudes Toward the Public Schools," Phi Delta Kappan, October 1993.
S. Elam, L. Rose, and A. Gallup, "The 26th Annual Phi Delta Kappa/Gallup Poll of the
Public's Attitudes Toward the Public Schools," Phi Delta Kappan, August 1994.
S. Elam and L. Rose, "The 27th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes
Toward the Public Schools," Phi Delta Kappan, September 1995.
J. Johnson and J. Immerwahr, First Things First: What Americans Expect from the Public
Schools, Public Agenda, 1994.
J. Johnson, with S. Farkas, W. Friedman, J. Immerwahr, and A. Bers, Assignment Incomplete:
The Unfinished Business of Education Reform. A Report from Public Agenda, C. Perry
(Consulting Ed.), October 1995.
Life Magazine/Gallup, Life Magazine-If Women Ran America, 1992 (survey population:
national adult).
Los Angeles Times survey, November 1991.
Math Leads the Way: Perspectives on Math Reform, Public Agenda, 1993.
Newsweek/National Parent Teachers Association, Third P.T.A. National Education Survey,
1993.
Princeton Survey Research Associates/Newsweek, 1993.
Princeton Survey Research Associates/Newsweek, 1994.
E.D.K. Associates/Redbook Poll, February 1994 (survey population: national adult women).
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