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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.)
Clinton Presidential Records
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visit the Clinton Presidential Library's Research Room.
S
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Assignment Incomplete:
The Unfinished Business of Education Reform
A REPORT FROM PUBLIC AGENDA