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Ronald Reagan Presidential Library
Digital Library Collections
This is a PDF of a folder from our textual collections.
Collection: Deaver, Michael: Files
Folder Title: Republican National Education
Committee Briefing Book (3)
Box: 66
To see more digitized collections
visit: https://reaganlibrary.gov/archives/digital-library
To see all Ronald Reagan Presidential Library inventories visit:
https://reaganlibrary.gov/document-collection
Contact a reference archivist at: [email protected]
Citation Guidelines: https://reaganlibrary.gov/citing
National Archives Catalogue: https://catalog.archives.gov/
SEAL OF OF THE XVI STATE OF STATE OF
THE ACRICUL CREAT TENNESSEE
State of Tennessee
1796
LAMAR ALEXANDER GOVERNOR
May 27, 1983
Mr. Frank Fahrenkopf, Jr.
Republican National Committee
310 First Street, SE
Washington, DC 20003
Dear Frank,
I enjoyed seeing you at Pete's dinner in Wilmington.
Enclosed is a package of materials about the educa-
tion issues, especially the idea of testing of teachers
and paying them more for good performance. It is
political dynamite. Republicans would do better
in state and local races if they'd focus on issues
like this.
Sincerely,
Lama
Lamar Alexander
LA/cs
Enclosures
REMARKS OF GOVERNOR LAMAR ALEXANDER
TO THE CONFERENCE ON THE RECOMMENDATIONS OF
THE NATIONAL COMMISSION ON EXCELLENCE IN EDUCATION
Michigan State University
East Lansing, Michigan
May 13, 1983
Because of what we are trying to do in Tennessee, I was asked to offer
the states' response to the report of the National Commission on Excellence
in Education.
I am proud that somebody in Michigan wants to hear about Tennessee's
education program, especially our Master Teacher plan.
North Carolina's children were on the cover of Newsweek last week
because of quality education there. My goal is to make schools so good in
Tennessee that every magazine wants to put our children on its cover and
learn more about what we are doing.
Tennessee has plenty of examples of good education, but we're known
better for my next-door-neighbor, Minnie Pearl, for the Smoky Mountains and
Jack Daniels and Elvis.
We wouldn't trade all of that for anything. But we know that we are a
poor state, 44th or 45th in family incomes. We need better jobs. To get
those jobs we know that we need better skills and that you get those in
better schools.
The tone of the Commission's report was gloomy. It should have been.
It had to talk about the problem.
My response will be upbeat.
I will be talking about what states are doing about the problem. In
that respect, I am proud that Lieutenant Governor John S. Wilder is here
today. Governor Wilder and his counterpart, House Speaker Ned Ray
McWherter, joined with me to create the Legislature's Comprehensive Task
Force on Public Education which in January defined our state agenda for
educational reform.
I am biased.
But after looking around a little bit, I am convinced that Tennessee's
report is the best state report in the country.
It is the basis for the 10-point Better Schools Program which
before our Legislature.
It anticipated the concerns of the Commission on Excellence.
3
Why should we expect teachers to notice and reward students' excel-
lence when we do not notice and reward teachers' excellence?
Is it any wonder that in Tennessee, 42 percent of the teachers leave
for another profession before they have taught seven years?
Is it any wonder that the Dean of our largest College of Education
(which also happens to have the highest admission and retention standards)
says that the entering scores of freshman education students rank 12th of
the 13 colleges on that campus. Not so long ago, the Dean says, the best
female students in the university streamed into the colleges of education.
In 1940, the year I was born, most Tennessee women did not work
outside the home. Most of those who did were domestic workers. Almost all
the rest were teachers, nurses and social workers.
As a result, all my teachers in grades kindergarten through twelfth
grade were women, except for three or four coaches. My best teachers were
women.
The women worked for bargain basement prices and the schools got real
value.
That doesn't work today in Tennessee or anywhere else.
In 1983, in a country where most men and women have a wide choice of
jobs that pay more to people who do their jobs best, how attractive will be
a profession where the best seventh-grade veteran teacher makes $3,000 or
$4,000 more per year than the newest
and where, even worse, the best
and the worst teacher are paid the same
or worse than that, the worst
performer makes more than the best performer?
The Commission's report says we need "professionally competitive,
market sensitive and performance-based" salaries for teachers.
I'll also talk today about some other exciting initiatives in educa-
tion that are springing up everywhere in America: in basic skills, in
computer skills, in math and science, new job skills, centers of university
excellence.
But all of the high standards, big talk and long-range goals will not
mean much if we cannot keep and attract to our classrooms some of the very
best men and women in our society to do the real work.
And we can almost guarantee ourselves that they will not be there if
we do not pay teachers more money for doing a good job and evaluate
teachers every five years or so to make certain that they continue to
deserve that high pay.
A state senator in Tennessee put it pretty well: if you want to get
the best results, you hire the best people.
*
*
*
*
*
*
*
*
*
5
Winchester. The Congressman is too far away to be of any real help. He
just gets in the way.
This is a national issue which cannot be solved by the national
government but will be solved by a nation of states and local governments.
But wouldn't federal money be nice.
Well, yes, but here's the main problem with that.
The federal government is never just content handing over the money.
The federal government is like the friendly neighbor who brings a hot
pie around just before supper and then decides to stay and tell you how to
cook the beans, and wash your clothes, and raise the family and cure
grandma's arthritis. When supper is served an hour late, whose fault is
it?
The federal government, since 1965, has gotten busy in the public
schools. It now pays about 10 percent of the bill and gives 50 percent of
the advice.
It is tempting to think of all that federal money.
The 20th Century Fund's report last week suggests a federal Master
Teacher program.
For five billion or so federal dollars -- we could put in a good
incentive pay program in every state in America.
Washington spills $5 billion a week.
The problem is: Washington's involvement just confuses the issue. It
causes taxpayers to look to Washington to figure out whom to blame.
The responsibility is somewhere else.
Courts? Their cross-town busing plans do undermine quality education
so often. Until recently in Nashville, a child might be bused to five
different schools in eight years.
Colleges of Education? They deserve a swift kick in the pants.
We are at an institution where some of the best research on effective
schools has been done.
But try to collect a list of comprehensive plans for incentive pay for
teachers and evaluation of public school teachers and see how many really
good plans you get?
Teachers and principals, especially teachers' unions?
Too often they are in charge, but they should not be.
7
"Time" was one of the subjects that was discussed in the Commission's
report. One state mandates 190 days by statute--New York. One state,
Kentucky, mandates 185. One state, Ohio, mandates 182. Twenty-eight
states mandate 180. Tennessee is one of those. Arkansas mandates 150.
That's the fewest number of days. The Commission recommended 200. In our
state, we believe we ought to make better use of the time we've got before
we go to the 200 days. But as a goal, it makes sense to think about it.
"Content" was another part of the Commission's report. What are
states doing about math? Nine states since 1980 have added an additional
course in math. Thirty-five states require at least one course. Twenty
states have taken some action to increase math requirements in the last two
years.
What about science? Thirty-five states require at least one science
course. Eight states are considering increases. Seven would increase the
requirement from one to two courses. Since 1980, eleven states have taken
some action to increase science requirements.
*
*
*
*
*
*
*
Now, what about the Better Schools Program in Tennessee? Our legisla-
tors' report believed and I strongly believe that no one solution solves
much of anything in education.
Here are the 10 points of the "Better Schools Program" we are working
on in Tennessee:
1. Basic Skills First. That's the name of our basics curriculum.
It's in over 600 schools. It identifies, for example, 680 skills in
reading which must be learned. The idea is that every child (except those
severely handicapped) will learn eighth-grade skills before they finish
eighth grade.
2. Computer Skills Next. That's the name of our computer program.
The idea is that every child will know basic computer skills before the
ninth grade.
3. Kindergarten for every child.
4. We doubled our high school math and science requirements starting
this year.
5. Three five-week residential summer schools for gifted high school
juniors and seniors.
6. Redefine our high school vocational education curriculum to try to
tie it more closely with the rapidly changing jobs of the eighties and
purchase new equipment.
7. Improve classroom discipline by using alternative schools: take
some of the kids who simply make it impossible to teach and teach them
together. They're eager to get back to the regular classroom after a
little while. It gives the teacher one more option for maintaining a
learning environment.
9
Now for my last point. Will this really happen? The idea of paying
teachers more money for doing a good job has been around for a long time
and it's not being done anywhere. I am convinced it will happen. Every
state will consider it; most will do it. There are some compelling reasons
why.
The first reason is the change of the status of women in our working
force. We cannot expect in the future to buy superior female talent for
our schools at cheap prices as we have in the past.
The second reason is the people will demand it. I have some hard
facts on that. Peter Hart is perhaps the leading pollster in the country
for Democratic candidates. In April, 1983, a Tennessee citizen group
supporting our Better Schools Program commissioned a Hart poll of
Tennesseans' views on education matters.
Let me give you an idea of the political dynamite Peter Hart found in
Tennessee.
For example, do you feel the state should be spending more to improve
public education? Sixty-seven percent, yes. Twenty-nine percent said it's
adequate today.
Have you heard or read anything about Governor Alexander's Master
Teacher Program? Seventy-six percent said yes. That's after only two and
one half months of my talking about it. It took me five years to get that
well known as a candidate in Tennessee so that I could get people to
consider me seriously for Governor. In two months, 76 percent of
Tennesseans hear, know and have an opinion about the Master Teacher
Program.
Do you favor Master Teacher or oppose it? Fifty-eight percent favor-
able to twenty-six percent, and the twenty-six percent includes all those
who were against it because it requires a big tax increase.
Now, let me read you three statements on the issue of salary increases
for teachers. Tell me which one comes closest to your own point of view.
Statement A: I would support a tax increase in order to pay for an
across-the-board increase in teacher salaries. Thirteen percent agree.
Statement B: I would support a tax increase in order to pay for a
teacher salary plan that is based on merit and geared to rewarding teachers
who meet high standards of competence. Fifty-seven percent agree.
Statement C: I would not support any tax increase for higher teacher
salaries at this time. Twenty-six percent.
So twice as many people wouldn't support any tax increase for teacher
salaries as would support it for across-the-board. And by far, most people
would prefer to support a tax increase for an incentive pay plan.
Here are a couple or three more responses to the Hart poll.
THE
OF
AGRICULTURE
TENNATURE
7796
TENNESSEE
STATE DEPARTMENT OF EDUCATION
OFFICE OF COMMISSIONER
NASHVILLE 37219
March 23, 1983
Dear Fellow Educators:
Immediately following the Governor's State of Education Address, I forwarded to you copies of the
initial technical reports which explained the MASTER TEACHER PROGRAM and the MASTER
PRINCIPAL PROGRAM. Since that time, the MASTER TEACHER-MASTER
ADMINISTRATOR bill has been introduced and amendments have been negotiated and announced.
I am enclosing, for your review and information, a draft report which summarizes the MASTER
TEACHER-MASTER ADMINISTRATOR PROGRAM. This draft reflects the changes an-
nounced March 17, 1983, most coming as a direct result of input by teachers across the state. The
most significant changes reflected in the revised report include the following:
1. Every teacher except the beginning apprentice teacher will be eligible for a $1,000.00 profes-
sional teacher supplement under this new program. This will be phased in on a seniority basis
over a three-year period beginning 1984-85.
2. With the addition of the new supplement for professional teachers joining the program, an
estimated 87 percent of all teachers will be eligible for the special higher pay.
3. The Governor's four-year plan calls for a 20% increase in the state salary base. The state in-
centive supplement is in addition to this 20% increase in the state salary base:
As other changes and/or amendments are made, you will be notified.
Many of you have asked about the evaluation component of the MASTER TEACHER-MASTER
ADMINISTRATOR PROGRAM. After an initial draft of the evaluation criteria, standards and pro-
cedures is developed, regional meetings will be held so that representative teachers from the various
school systems may assist in finalizing these evaluation components.
The toll-free "hot-line" will continue to be available, with persons on duty between the hours of 8:00
a.m. and 4:30 p.m. Monday through Friday (Central Standard Time), to answer questions you may
have regarding the program. The number is 1-800-342-5005. We welcome your comments.
Sincerely,
Robert L.
Robert L. McElrath
Commissioner
TENNESSEE
BETTER SCHOOLS PROGRAM
Better Schools will mean better jobs and higher incomes for
Gifted Juniors and Seniors, 6) Redefinition of High School
Tennesseans. The BETTER SCHOOLS PROGRAM is de-
Vocational Education Curriculum, 7) Classroom Discipline, 8)
signed to promote excellence in education. It includes ten
Adult Job Training under one Board, 9) Centers of Excellence
points: 1) BASIC SKILLS FIRST, 2) COMPUTER SKILLS
at Universities and 10) The Master Teacher-Master Adminis-
NEXT, 3) Kindergarten for Every Child, 4) More High School
trator Program. This document presents an outline of the
Math and Science, 5) Special Residential Summer Schools for
Master Teacher-Master Administrator Program.
MASTER TEACHER
MASTER ADMINISTRATOR PROGRAM
Introduction
tral office supervisor/administrator other than the superinten-
The Master Teacher-Administrator Program is an incentive
dent. Entry into the program is optional for currently
pay system that will improve the quality of elementary and
employed professionals. Any person certified and employed
secondary education in Tennessee by strengthening the knowl-
full-time prior to July 1, 1983, and who becomes certified and
edge, preparation, incentives, professionalism, and rewards of
employed under this program prior to the expiration of their
all educators. The program protects the benefits and positions
first certificate issued by the State Certification Commission,
of every currently employed teacher or administrator. In this
may elect to renew the certificate previously issued by the State
document the term "teacher" includes classroom teachers and
Board of Education. This option, however, may be exercised
other certified building level personnel such as librarians and
only once. All employees certified after the effective date of
resource teachers. The term "administrator" is used in the
the Better Schools Master Teacher-Master Administrator Act
generic sense to mean a building level administrator or a cen-
will be in the new program.
Framework
by the Regional Commission to conduct on-site observations
of candidates applying for the program. The evaluation of
The Master Teacher-Master Administrator Program will
classroom teachers may include observation in such areas as
operate under the auspices of the State Certification Commis-
classroom management, teacher instructional behavior, and
sion and three Regional Commissions. The State Certification
planning. The observation of principals may include such
Commission will be composed of 13 members and will be
areas as the identified goals and objectives of the school,
responsible for standards and criteria for the certification of
school leadership, and school climate. Observations of special
all educators under this program. Three Regional Commis-
personnel and other administrators will focus on criteria
sions, composed of 9 members each, will exist in the grand
related to specific job performances.
divisions of the state and will review applications, assign
evaluation teams, and make recommendations concerning cer-
The selection and evaluation processes will include appeal
tification to the State Certification Commission.
rights for teachers and administrators. Due process will be ac-
corded all candidates and participants in the Master Teacher-
An Interim Commission composed of 13 members will be
Master Administrator Program.
established for one year to select the initial participants for the
program. Members of the Interim Commission will include:
In selected instances certificates may not be renewed or a per-
the Teacher of the Year for the present year and the past three
son may not wish to continue in the program at their present
years, the president and president-elect of the Tennessee
certification level. In such situations provisions are available
Education Association, the presidents of the Tennessee
for reentry at other levels.
Organization of School Superintendents, Tennessee School
The State Department of Education will sponsor the Ten-
Boards Association and Tennessee Association of Supervision
nessee Principal-Administrator Academy to instill and rein-
and Curriculum Development, the Commissioner of Educa-
force instructional and supervisory leadership for educational
tion, and three lay persons. The Interim Commission will be
effectiveness. The Academy is not a single institution, but it is
convened immediately by the Commissioner of Education to
an organizational framework for a wide array of educational
begin work on procedures and guidelines.
and training programs for school leaders. The Academy will be
Master Teachers and Master Administrators will be assigned
conducted at various locations in the state.
PAGE 2
March 23 1983
CAREER PATHS FOR TEACHERS AND ADMINISTRATORS
APPRENTICE TEACHER
Entry Routes:
or
Completion of a teacher training program and recommen-
Employment standards required for trade shop personnel
dation by an approved institution of higher education
Certificate:
Trade shop personnel who meet appropriate standards
Three-year
Qualifications/Requirements:
Nonrenewable
Student teaching
Contract/State Salary:
Successful completion of the National Teacher's Examina-
tion
Regular school term of 200 days
State salary schedule based on training and experience
Bachelor's Degree
PROFESSIONAL TEACHER
Observation by evaluation team/teacher interview
Entry Routes:
Three (3) years as an apprentice teacher
Certificate
A currently certified teacher with three (3) or more years of
experience who wishes to enter the new career paths
Five-year
Renewable
Contract/State Salary:
Qualifications/Requirements:
Knowledge of subject matter
Regular school term of 200 days
State salary schedule based on training and experience plus
Acceptable student achievement
Participation in professional growth activities
state incentive pay supplement of $1,000
SENIOR TEACHER
Certificate:
Entry Routes:
Three (3) to five (5) years as a professional teacher
Five-year
A currently certified teacher who has eight (8) or more
Renewable
years of appropriate experience
Contract/State Salary:
Qualifications/Requirements:
Contract for 10 months (200 days)-current teachers only
Acceptable student achievement
-State salary schedule based on training and experience
Participation in professional growth activities
Observation by evaluation team/teacher interview
plus state incentive pay supplement of $2,000
Contract for 11 months (220 days)
Exceptional classroom practice
Capability and willingness to assume additional duties
-State salary schedule based on training and experience
Evaluations by local supervisors and administrators
plus state incentive pay supplement of $4,000
MASTER TEACHER
Evaluations by local supervisors and administrators
Entry Routes:
Skill in supervising, evaluating, and improving the perfor-
Five (5) years as a senior teacher
mance of other teachers
A currently certified teacher who has twelve (12) or more
years of appropriate experience
Certificate:
Five-year
Qualifications/Requirements:
Renewable
Acceptable student achievement
Contract/State Salary:
Participation in professional growth activities
Observation by evaluation team/teacher interview
Contract for 10 months (200 days)-current teachers only
Classroom effectiveness
-State salary schedule based on training and experience
Capability and willingness to assume additional duties
plus state incentive pay supplement of $3,000
March 23, 1983
PAGE 3
MASTER TEACHER QUALIFICATIONS, Continued
Contract for 11 months (220 days)-current teachers only
Contract for 12 months (240 days)
-State salary schedule based on training and experience
-State salary schedule based on training and experience
plus state incentive pay supplement of $5,000
plus state incentive pay supplement of $7,000
PROVISIONAL ADMINISTRATOR
Entry Routes:
Qualifications/Requirements:
Successful Completion of Internship
A minimum of a master's degree in Educational Adminis-
Master Teacher's Certificate
tration/Supervision or in appropriate specialty
Senior Teacher's Certificate and two years as a senior
Administrative or supervisory skill assessment
teacher
Participation in Principal-Administrator Academy
Observation by master administrator
One year as a successful administrator in a comparable
position in another state
Certificate:
Presently a Tennessee teaching or supervising principal or a
Three-year
Nonrenewable
central office supervisor/administrator
Students enrolled prior to July 1, 1983, in educational ad-
Contract/State Salary:
ministration/supervision programs who complete the pro-
11 months
gram and enter the Master Administrator Program by July
Appropriate administrator salary schedule or, if senior or
1, 1986.
master teacher, current salary
SENIOR ADMINISTRATOR
Entry Routes:
Professional growth activities
Provisional Administrator with three years successful ex-
School improvement and staff development
perience
Observation by master administrators
Presently either a Tennessee supervising principal or central
Participation in Principal-Administrator Academy
School climate indicators
office supervisor/administrator with four or more years ex-
perience
Certificate:
Five-year
Qualifications/Requirements:
Renewable
Four years (within the last seven years) of successful ex-
Contract/State Salary:
perience as an administrator
Student building level or systemwide achievement scores
11 months (minimum)
Teacher assessment
Appropriate administrator salary schedule based on train-
Successful school/community relations
ing and experience plus state pay supplement of $4,000.
MASTER ADMINISTRATOR
Entry Routes:
School improvement and staff development
Observation by master administrator
Senior Administrator with at least five years successful ex-
Dissemination of school and systemwide policies
perience
Presently either a Tennessee supervising principal or central
Participation in Principal-Administrator Academy
School climate indicators
office supervisor/administrator with five or more years ex-
perience
Certificate:
Five-year
Qualifications/Requirements:
Renewable
Five years (within the last 8 years) of successful experience
as an administrator
Contract/State Salary:
Student building level or systemwide achievement scores
Teacher assessment
12 months
Successful school/community relations
Appropriate administrator salary schedule based on train-
Professional growth activities
ing and experience plus state pay supplement of $7,000.
PAGE 4
March 23, 1983
IMPROVEMENTS MADE BY LEGISLATIVE SPONSORS
OF THE MASTER TEACHER-MASTER ADMINISTRATOR ACT
Concern with Original Proposal
Change
1. Good teachers would have to wait eight or
1. Every teacher except the beginning Apprentice Teacher will be eligible for a
more years to receive the special incen-
$1,000 Professional Teacher supplement under the new program. This will
tive pay supplements. Many would not
be phased in on a seniority basis over a three-year period beginning
want to wait that long.
1984-85. This will be in addition to the teacher's regular salary.
2. The majority of teachers would not
2. With the addition of the new supplement for Professional Teachers joining
receive an incentive pay supplement from
the program, an estimated 87 percent of all teachers-those with three or
the state. Only 35 percent would receive
more years experience-will be eligible for the special higher pay.
the special state-paid supplements.
3. The 10 percent cap on state-paid Master
3. The 10 percent limit on state-paid Master Teacher positions has been in-
Teachers may be too restrictive, espe-
creased to 15 percent. The 25 percent limit for state-paid Senior Teachers
cially for smaller school districts.
remains the same. Therefore, 40 percent of all teachers in a school system
could now receive one of the two higher supplements.
4. Not all outstanding teachers could work
4. The supplement formula has been changed SO the Master Teacher will now
year-round or even 11 months. That
have an option of working on a 10-, 11- or 12-month contract. The Senior
means they could not be Master or Senior
Teacher could work either on a 10- or 11-month contract. State-paid sup-
Teachers if they must work 11 or 12
plements will vary according to the length of the contract. *
months. This is unfair for teachers with
The 10-month Senior Teacher will receive a $2,000. supplement; the
children at home or who must be away
11-month Senior Teacher $4,000.
from school in the summer months for
other reasons.
The Master Teacher will receive a $3,000 supplement on a 10-month con-
tract, $5,000 on 11 months, and $7,000 on 12 months.
*Note: This option is available only to those persons who were certified as a
teacher for the first time and employed as a teacher full time prior to July 1,
1983. Persons certified as a teacher for the first time on or after July 1,
1983, and employed as a senior or master teacher, will be required to enter
an 11-month contract as a senior teacher and a 12-month contract as a
master teacher.
5. The corresponding cap on the number of
5. The 25 percent limit on state-paid Senior Principals and Supervisors has
state-paid Senior and Master Principals
been increased to 35 percent. The 10 percent limit for state-paid Master
and Supervisors may also be unrealistic.
Principals and Supervisors has been doubled to 20 percent.
The Senior Principal and Senior Supervisor supplement will be $4,000. The
Master Principal and Master Supervisor supplement will be $7,000.
6. The size of the supplements eventually
6. The legislation now provides that the General Assembly will review the sup-
may need to be increased.
plements at least every four years.
7. The process by which teachers will be
7. The legislation has been extensively revised and expanded to spell out the
evaluated is too vague. We haven't seen
evaluation criteria and process in greater detail. This change is based on
the standards that will be used to judge
the relevant portion of the bill developed by the TEA. Even further details
effective performance in the classroom.
will be developed by the Interim Commission.
8. The appeal or grievance procedure called
8. The section of the bill providing a review process for teachers who are
for in the bill is vague and inadequate.
denied a higher level of certification has been extensively expanded with a
detailed procedure for appeal and review. For example, the Commission
could now extend a certificate for an additional year while a decision is be-
ing reviewed.
Continued
March 23, 1983
PAGE 5
Concern with Original Proposed
Change
9. A teacher now on the job who decides to
9. The program will now include a "toe-in-the-water" provision. Presently-
enter the new system may want to get out
employed teachers may enter the new system but return to the old system
later and return to the old certification
later. Entrance into the new program is strictly voluntary for any teacher
system.
now teaching.
10. Master Teachers who are hired by a local
10. Once a teacher qualifies for and receives an incentive supplement as'a Pro-
school board one year might be unfairly
fessional, Senior or Master Teacher, he or she cannot be denied the supple-
treated if that board chose to employ
ment unless there is cause for dismissal, failure to maintain the certificate,
someone else in the same slot the follow-
or a personal decision not to perform the extra duties required of the Senior
ing year.
or Master Teacher.
11. Won't the Commissioner of Education
11. The limit on the number of state-paid incentive supplements would be
have too much discretion in regard to the
reached in 1986-87. Thereafter, every school system will be guaranteed a
cap that is placed each year on the
state-paid complement of 15 percent Master Teachers and 25 percent
number of state-paid Senior and Master
Senior Teachers. In addition, the legislation now more clearly relates any in-
Teachers a local system can employ?
terim limitations to the actual revenues that will be produced by the phased-
in sales tax increase.
12. Master Teachers should be out. of the
12. Master Teachers could be out of the classroom no more than 10 days out of
classroom as little as possible. The
the school year. Senior Teachers could be out of the classroom no more
minimum of 65 percent of time to be
than five days per school year.
spent in the classroom is too low.
13. The 21-member State Master Teacher
13. The size has been cut from 21 members to 13. Appointees will be subject to
Certification Commission is too cumber-
confirmation by both houses of the General Assembly. They will have more
some. Its large size may actually make it
authority to set standards and to certify all teachers under the new pro-
more vulnerable to control by the State
gram.
Department of Education.
14. The composition of the extremely impor-
14. The Interim Commission's 13 members will include the current "Teacher of
tant Interim Commission is too vague.
the Year''; the three most recent past Teachers of the Year; the president
and president-elect of the TEA; the presidents of the Tennessee Organiza-
tion of School Superintendents, the Tennessee School Boards Association
and the Tennessee Association of Supervision and Curriculum Develop-
ment; the Commissioner of Education, and three distinguished lay persons.
15. No provision is made to review and
15. The State Board of Education, the new Certification Commission, and the
ultimately increase the standards in the
Tennessee Higher Education Commission over the next two years will study
colleges of education that train the new
the adequacy of the teacher training programs-including curriculum,
teachers.
faculty and other factors-and report these findings to the Legislature.
Estimated cost of Program in 1986-87: Original Program $116,427,000 Improved Program $116,024,000
This public document was promulgated at a cost
of $2,536.42 or 5c per copy to inform educators and
members of the public about significant changes in
the Master Teacher-Master Administrator Act.
Printing Auth. No. 2059; 50,000 copies.
PAGE 6
March 23, 1983
How The Plan Will Be Funded
The
Governor Alexander has asked
Better Schools
for his first general tax increase in
five years to fund the program. It
will be implemented over four
Program
years in order to make the transi-
tion as effective and smooth as
possible.
The Governor has asked the
legislature to increase the sales
tax by one-half cent effective
January 1, 1984, and another half
cent effective January 1, 1985.
This additional revenue will sup-
ply the $210 million necessary to
fully implement the program.
OF THE XVI STATE STATE OF
AGRIC OMMERC 7796 TURE TREAT
"No teacher in Tennessee's public
school system is paid a penny more for
excellence in performance."
Lamar Alexander
001-00323
03-83-050M
"This public document was promulgated at
a cost of $0.01 per copy, to provide an
explanation of the Better Schools Program."
Printing Authorization Number 2039; 50,000
copies printed.
Prepared by the Better Schools Task Force
Newspapers Endorse Program
What Is The
"We support Gov. Lamar Alexander's
Master Teacher Program. The govern-
Tennesseans share a common concern-
or's program is the major plank in his
how can we make our state a better place to
broad program to raise the educational
live?
level of the state by a substantial incre-
ment within just the next few years-the
Members of the legislature are considering
remainder of his term. What irony if the
the BETTER SCHOOLS PROGRAM, which.in
major opposition to that so admirable
the opinion of many people-including Gov.
broad goal came from within the educa-
Lamar Alexander-is a very important key in
tional system itself."
opening the door to the state's brightest days.
The Oak Ridger
Gov. Alexander offered the program to the
"The governor's innovative leadership in
General Assembly, taking many of its recom-
helping Tennessee improve its education
mendations-including the crucial Master
system ought to be viewed for what it is-
Teacher concept-directly from a year-long
of utmost importance in the well-being of
study of the state's educational structure
the people and the economy of the state."
conducted by educational leaders and mem-
Nashville Banner
bers of the legislature. And now a group of
Democrats and Republicans is sponsoring this
"Given the problem and the solution,
legislation.
there should be no doubt that the govern-
or's proposals point in the right direction.
The BETTER SCHOOLS PROGRAM offers
Details will be debated. Some priorities
what its name implies-but there is so much
will be challenged. But the concept is
more. Better and more jobs for Tennesseans,
unassailable.
This is Tennessee's
incentive pay and a more professional career
greatest challenge. This is the time to
for Tennessee's teachers, computer skills, kinder-
meet it."
garten for every child and a coordinated focus
Memphis Commercial-Appeal
for vocational education. These points and
others are included in the proposal, which will
"When Alexander talks better schools,
be improved as it goes through the legislative
he's not talking about schools just for
process.
teachers or better schools for governors
and legislators. He's talking about better
This is a program that you as a concerned
schools for everyone. One percent of
taxpayer can-and should-help to create.
Tennessee's population has already had
You should voice your support for these
a lot to say about the new schools
fundamental improvements by contacting your
program. Just think what the 99 percent
legislators. The members of the General Assem-
of us left could do."
bly want to know what you think about the
Jackson Sun
program.
"We have cried long and loud for better,
If you have questions about the BETTER
more meaningful education. The governor
SCHOOLS PROGRAM, a toll-free hotline is
has a plan to give us just that and we
being operated by the State Department of
should support him in bringing that plan
Education five days a week from 8 a.m. until
to reality."
4:30 p.m., CST. The number is 1-800-342-5005.
McMinnville Standard
BETTER SCHOOLS PROGRAM?
The program is based on 10 points:
Centers of Excellence at Universities: Pro-
vide first-rate financing for first-rate pro-
Basic Skills First. The teacher-designed new
grams and better overall support for good
elementary curriculum is in 11,366 class-
teaching and research. In the 1980's, good
rooms. It establishes 1,300 skills in reading
universities will spin off the ideas that spin
and math, 680 of which must be learned. By
off new jobs.
1990, every child (who is not severely
Music in the early grades. With budgets so
handicapped) should pass the Basic Skills
tight, this is not a top ten priority. But a
First eighth grade competency test before
small state base of support will be provided,
entering ninth grade.
and additional money will be raised privately
to bolster Tennessee's musical heritage.
Computer Skills Next. Every child will know
basic computer skills before the ninth grade.
The Master Teacher Program and Master
Principal Program. This is the heart of the
Kindergarten for Every Child. Every child
plan.
must start school at the kindergarten level,
even if the child does not start until age six.
The Master Teacher Program
More High School Math and Science. Double
Our teachers are good, but they can be
the one credit of math and one of science we
better. The same holds true for our principals.
now require and pay for the extra teachers.
The MASTER TEACHER and MASTER
Special Residential Summer Schools for
PRINCIPAL PROGRAMS simply offer an
Gifted Juniors and Seniors. Reward aca-
opportunity for us to pay our best teachers
demic excellence, not just athletic excel-
and best principals more money for doing a
lence.
top job. This is the same system under which
almost all professionals operate, but it is not
Redefine High School Vocational Education
being done for public school teachers any-
Curriculum. Tie it more closely to the jobs of
where in the country.
the 80's and provide equipment.
Under the present system, our best teachers
Classroom Discipline. Create alternative
are paid no more than the worst, leaving little
schools for students who disrupt classrooms.
financial future for our best teachers. And so
State-paid liability insurance for teachers
many of them leave what they enjoy doing
and all other school personnel costs only
most-teaching our children-in order to find
$2.50 per teacher. We should support
true career opportunities, make more money
teachers, not sue them in court.
and offer a better future for their families.
Put Adult Job Skill Training Under the Board
The MASTER TEACHER PROGRAM is an
of Regents. Our 40 community colleges,
incentive pay system. that will make teaching
technical institutes and area vocational
a fully professional career, draw our best
schools should have a single overall manage-
young people into it, challenge our best
ment. Most of us over 21 will be going back
teachers to do even better and inspire excel-
to school to brush up on basic skills and
lence in our classrooms by rewarding excel-
learn computer skills and new job skills.
lence in our teachers.
REWARDING TENNESSEE'S TEACHERS
A Career Ladder
The Better Schools Program will provide an
opportunity for 87 percent of Tennessee's
teachers to receive additional pay for excel-
lence in performance.
The program will set up four career stages:
Apprentice, Professional, Senior and Master
teachers. Professional, Senior and Master
teachers must all renew their licenses (or move
up to a higher license) every five years. The
program is optional for teachers under the
Incentive Pay
present system.
PROFESSIONAL TEACHER. Teachers award-
ed the professional status will be paid $1,000
more than a regular teacher makes today.
SENIOR TEACHER. A teacher awarded
Senior status will be paid $2,000 more by the
state for a 10-month contract and $4,000 more
for an 11-month contract. This means a 10-
year teacher who is earning $16,669 will get a
salary increase to $20,669.
The state will pay all additional costs for
about 11,500 Senior Teachers. That is 25 per-
cent of all state teachers and about 50 percent
of those who have taught over eight years.
MASTER TEACHER. Teachers awarded this
Master status must have 13 years of experience
and will accept additional responsibilities,
including the evaluation of teachers in other
school districts.
Master Teachers will receive $3,000 more for
working under a 10-month contract; $5,000
more for an 11-month contract; and $7,000
more for a 12-month contract.
The state will pay all of the extra costs for
those teachers who :qualify in the Master
category-about 15 percent of all teachers.
A similar incentive pay system will be estab-
lished in the corresponding MASTER PRINCI-
PAL PROGRAM for school administrators.
I want to help! Please include my name among "Tennesseans for Master Teachers."
NAME
ADDRESS
CITY/STATE
COUNTY
PHONE
Tear off this coupon and mail to:
Jennesseans MasterJeachers for
16th Floor, James K. Polk Buildin
Nashville, Tennessee 37219
CONFIDENTIAL
A SURVEY
OF VOTER ATTITUDES
IN THE STATE
OF TENNESSEE
April 1983
Peter D. Hart Research Associates, Inc.
1724 Connecticut Avenue, N.W.
Washington, D.C. 20009
iii
Introduction
This report presents the findings of a survey conducted by
Peter D. Hart Research Associates, Inc., among a representative
sample of registered voters in Tennessee. The survey was designed
to examine voters' attitudes toward public education in
Tennessee and their reactions to Governor Alexander's proposed
Master Teacher program.
Between April 11 and April 13, 1983, trained members of the
Hart Research field staff interviewed 502 registered voters in
Tennessee. The interviews were administered by telephone, and each
one lasted approximately 15 minutes. A. copy of the questionnaire
used in the survey can be found in the Appendix to this report.
Respondents were selected by scientific, random sampling
methods that gave every registered voter in a telephone-equipped
household an equal chance of being interviewed. The sample was
drawn from recent election and Census data to apportion the
interviews among counties and civil divisions accurately. Indi-
vidual households were contacted by a random digit dialing
technique geared to the distribution of telephone exchanges with-
in geographic areas. The sampling procedures and other technical
aspects of the survey are more fully described in the Appendix.
This report is divided into three parts. The first presents
a narrative summary of the key survey findings. The tables
presenting the results for the total electorate and key subgroups
make up the second part of the report. The third part is the
Appendix referred to above.
iv
The study was commissioned by the P.A.S.S. Committee through
the auspices of Walker & Associates.
Glossary
Throughout this report, we will use special terminology in
referring to key subgroups of the electorate. For the reader's
benefit, those terms that may not be self-explanatory are defined
below.
Geographic areas
For the purposes of analysis, the state
was divided into six geographic regions:
Shelby County (19%) Rural West (13%)
:
Middle Tennessee (28%), Lower East (13%),
Mid East (15%), and Upper East (12%).
A map in the Appendix outlines the
composition of these regions.
Democrats (44%)
In Q. F6a, respondents were asked to
Independents (30%)
describe their point of view with regard
Republicans (26%)
to the political parties. These grouping
reflect respondents' self-described
attitudes rather than party registration.
Consistent supporters of
These respondents either (1) express
program (50%)
support for the Master Teacher program in
Q. 7b, Q. 8a, and Q. 10, or (2) do not
take a stand either way in Q. 7b, but
express support in both Q. 8a and Q. 10.
Consistent opponents of
These respondents either (1) express
program (16%)
opposition to the Master Teacher program
in Q. 76, Q.8a, and Q. 10, or (2)
do not take a stand either way in 2. 70,
but take a negative stand in both
Q. 8a and Q. 10.
Mixed/uncertain on
These respondents either (1) switch
program (34%)
position on the Master Teacher program in
the course of questions 7b, 8a, and 10,
or (2) express uncertainty or mixed
feelings about the program in Q. 8a or
Q. 10.
V
High familiarity with program
These respondents say in Q. 7a
(37%)
that they have heard or read
about Governor Alexander's
Master Teacher program and that
they know a fair amount about it.
Education priority (45%)
In Q. 3a,b, these respondents
select. "improving public edu-
cation" as a top priority for
state government.
MONITION
In accordance with its professional responsibilities and obli-
gations, Peter D. Hart Research Associates, Inc., reserves the
right to take all necessary steps to ensure that any public
release of the findings contained herein is accurate and fair.
Peter D. Hart Research Associates. Inc.
SUMMARY OF MAJOR FINDINGS
3
Attitudes Toward Public Education
(1) Nearly half of all Tennessee voters consider education a
top priority for state government, and the issue is high on the
voters' agenda for governmental action. When selecting from a
list of six alternatives the most important issues for state
government to deal with, 45% name "improving public education"
as their first or second choice--ranking it slightly behind
"dealing with unemployment" (55%), and ahead of "fighting crime"
(32%), "dealing with inflation" (28%), "holding the line on
taxes" (23%), and "protecting the environment" (11%).
(2) One sign of the electorate's commitment to improving the
state's education system is that fully 67% say the state should
be spending more to improve public education, even if it means
an increase in taxes, while just 29% feel that the current level
of state government spending is adequate. Voters are somewhat
more likely to support spending increases for education than
for fighting crime, while only a small minority back state
spending increases for protecting the environment.
Current
Spend
Level
Not
More
Adequate
Sure
%
%
%
Improving public education
67
29
4
Fighting crime
55
38
7
Protecting the environment
24
62
14
4
(3) By a margin of 52% to 42%, a majority of Tennessee voters
believe the quality of their local public school system is
falling short of what it should be rather than meeting ex-
pectations. Although dissatisfaction with the status quo in the
public schools is not universal, the quality of public education
receives substantially more criticism than either of two other
public services we tested.
As Good As
Can Be
Falling
Not
Expected
Short
Sure
%
%
%
Fire protection
82
13
5
Police protection
68
31
1
Public school system
42
52
6
(4) When asked in an open-ended question, fully 80% of all
voters can volunteer at least one change or improvement they
would like to see made to provide better quality education in the
public schools. The most common suggestions relate to teachers
and the quality of teaching--with voters volunteering that the
system needs better teachers, more dedicated teachers, and teacher
evaluation procedures (26%) ; there should be raises in teacher
pay and salary increases to attract better teachers (16%) ; and
Governor Alexander's Master Teacher program should be implemented
(7%). Secondarily, voters stress the need for improved curriculum
(7% say "get back to basics," 6% volunteer the need for better and
expanded curriculum generally, and 6% specify the need for more
computer, technological, math, and science courses) and a more
productive environment in the schools (11% call for more dis-
cipline, and 4% call for more parental guidance).
5
(5) When rating the current situation in the public schools
on a number of specifics, large majorities indicate that the
status quo is less than good and that changes are needed:
77% say changes are needed when it comes to attracting
high quality people to the teaching profession, including
41% who believe major changes are required;
75% say changes must be made to give students the
quality education they need to get a good job,
including 45% who say major reforms are called for;
74% call for changes in the status quo with regard to
requiring teachers to meet high standards of competence,
with 36% saying major changes are needed;
72% want change with regard to having a system of
teacher pay that encourages and rewards excellence in
teaching, with 39% voicing support for major changes; and
72% believe the system should be changed and improved
with regard to providing incentives for teachers to do
a better job, including 36% who call for major reforms.
In short, there is a consensus among the electorate that on a
variety of specific areas related to the quality of education,
the status quo can and should be changed for the better.
Regarding competency standards for teachers, we note that
by an overwhelming 81%-to-15% margin, Tennessee voters agree
with the idea of requiring teachers to pass a competency test in
order to keep their jobs; a majority of 55% strongly agree.
Attitudes Toward the Master Teacher Program
(1) Awareness of Governor Alexander's Master Teacher program for
Tennessee public schools is widespread. Fully three-quarters of
all voters (76%) say they have heard or read about the proposal,
including 38% who say they know a fair amount about it.
6-
(2) There is broad and consistent support for the Master Teacher
program among the electorate, and this support tends to be strong.
We probed voters' attitudes toward the Master Teacher program
in a variety of ways--such as providing both positive and negative
statements about the proposal and in three separate instances
voters indicate support for the program by at least a 2-to-1
margin.
(3) First, we asked voters who are aware of the proposal how
they feel about the Master Teacher program. A majority of 58%
favor it (including 32% who support it strongly), just 26% oppose
it (with 14% strongly in opposition), and 16% are not sure.
All major constituencies in the electorate indicate a preference
for the proposal, including voters of all party affiliations:
Favor
Oppose
Not Sure
%
%
%
All Voters
58
26
16
Democrats
52
32
16
Independents
54
28
18
Republicans
70
15
15
There is especially broad support for the proposal among voters
who place a high priority on improving the quality of education
(67% favor, 18% oppose) and among parents whose children currently
attend public school (61% favor, 25% oppose). Among voters who
are most familiar with the program, 57% favor it and 35% oppose
it.
Peter D. Hart Research
7
(4) Next, we provided respondents with the following brief
description of the Master Teacher proposal and then asked them
for their opinion of the program based on the description:
The basic philosophy behind the Master Teacher
program is that all teachers should be required to
have their performance evaluated every five years,
and that there should\be special salary incentives
and merit pay for teachers who meet high standards of
performance. Specifically, there would be four levels
that teachers could attain-with the amount of merit
pay tied to the level the teacher reaches as a re-
sult of his or her evaluation. The evaluations would
be conducted by teachers who have proven themselves
to be superior, and the cost of the merit pay would
come from state tax revenues.
After hearing this description, 73% of the voters say they favor
the Master Teacher program, just 23% say they oppose it, and 4%
have ambivalent feelings. Again, support for the program occurs
throughout the range of constituencies and subgroups. Strong
supporters outnumber strong opponents by 42% to 13%.
(5) Finally, voters were given two statements about the
Master Teacher program--one proponents might make outlining
its advantages and one opponents might make about its
drawbacks. Even after hearing the criticisms made by the pro-
posal's detractors, voters favor the Master Teacher program by
a margin of more than 2-to-1. The statements and the results
are as follows:
Peter D. Hart Research Associates.
8
Supporters say that the program is a good idea because the
educational system should be designed to reward ex-
cellence in teaching and ensure that all teachers
have an incentive to meet needed standards of per-
formance and competency. Unless there are periodic
evaluations and incentives, the school system cannot
meet the goal of quality education.
56%
Opponents say that the program is a bad idea because
there is no way to evaluate teachers fairly and this
system would destroy teacher morale by keeping them
under constant pressure. There should be across-the-
board pay raises for all teachers who meet minimum com-
petency standards, and we should not pass a program that
undermines tenure protection for teachers.
24%
Some of both/neither (VOL)
13%
Not sure
7%
Across the full range of subgroups, voters side with the supporters
of the Master Teacher program on this question--including parents
with children in public schools (69% supporters, 19% opponents),
voters who place a high priority on the education issue (65%
supporters, 18% opponents), Democrats (49% supporters, 28%
opponents), and voters in union households (56% supporters, 27%
opponents).
(6) Voters have broadly positive reactions to the underlying
philosophy of the Master Teacher program and broadly positive
expectations for the program's impact on problems facing public
education. By a margin of 83% to 13%, voters agree that "In
all professions, including teaching, it makes sense for the
people who do the best job to be rewarded with higher salaries. "
Seventy-one percent agree that the program will help attract
9
high quality people to teach in Tennessee's public schools.
Recalling that there is widespread concern about how well the
education system is preparing students for the job market and
that unemployment is the top issue in the state, we note that
67% say: the Master Teacher program will help a lot or a fair
amount when it comes to giving students the quality education
they need to get a good job.
(7) When informed that the Tennessee Education Association
opposes Governor Alexander's Master Teacher program, just 13%
of the voters say this fact makes them less likely to support
the proposal. In responding to a question that notes the TEA's
role as lobbyist and bargaining agent for teachers, 58% say
that the TEA is mainly looking out for the narrow special in-
terests of teachers in opposing the Master Teacher proposal,
while just 12% say the TEA is mainly considering what is in the
best interest of quality education.
By a margin of fully 62% to 26%, voters reject the con-
tention that "The Master Teacher program is a bad idea because
there is no fair way of evaluating teachers' performance."
The Tax Implications of the Proposal
(1) As already noted, 67% of the voters say the state should
be spending more to deal with the need to improve public edu-
cation, even if a tax.increase is required. When told speci-
fically about the price tag in tax dollars for the Master Teacher
program and the Better Schools package, a large majority of voters
Peter D. Hart Research Associates.
10
remain willing to pay the bill for educational improvements they
believe valuable and necessary. By a margin of 61% to 32%,
voters say they would be willing to "support phasing in a 1-cent
increase in the sales tax to fund an educational improvement
package that includes the merit pay incentives of the Master
Teacher program."
(2) Our survey results indicate that the Master Teacher program
and its philosophy of incentives and merit pay are the key
attractions in an educational improvement package that makes
voters feel a tax increase is worthwhile. By a margin of 54%
to 34%, voters agree that "If the legislature passes a tax in-
crease for education without the Master Teacher program included,
Governor Alexander should veto it. " Moreover, when given three
options regarding taxes and teacher pay raises, few voters say
they are willing to support a tax increase for across-the-board
pay raises--but a majority would favor a tax hike to pay for the
salary increase plan envisioned by the Master Teacher program:
I would support a tax increase in order to pay
for an across-the-board increase in teacher salaries.
13%
I would support a tax increase in order to pay for
a teacher salary plan that is based on merit and
geared to rewarding teachers who meet high standards
of competence.
57%
I would not support any tax increase for higher
teacher salaries at this time.
26%
Depends/not sure
4%
Hart
11
The Political Implications of the Master Teacher Proposal
(1) Voters' support for the basic philosophy and substance of
the Master Teacher proposal is reflected in their indications
of how this issue would affect their willingness to support
candidates for state legislative office. On the level of basic
educational philosophy, 73% agree they would be "more inclined
to vote for a state legislative candidate who favors evaluating
teacher performance every five years and paying teachers more
money for doing a better job. "
(2) When specifically focusing on the role of Governor
Alexander's Master Teacher program in helping them decide their
votes in state legislative races, a large plurality of Tennesseans
say they would be more favorably disposed to a candidate who
supports the program over a candidate who opposes it. In a state
legislative election between a candidate who favors Governor
Alexander's Master Teacher program and a candidate who opposes
it, 44% say they would be more inclined to vote for the former,
just 14% say they would be more inclined to vote for the opponent
of the program, and 38% say that the issue makes little difference
to them or that their vote depends on other factors. Support for
the program provides an advantage to candidates among voters of
all parties:
Peter D. Hart Research Associates.
12
Inclined
Inclined
Little
To Vote For
To Vote For Difference/
Supporter
Opponent
Depends
24
79
%
All Voters
44
14
38
Democrats
35
18
43
Independents
47
12
36
Republicans
59
7
31
Hart Baccarch
* TABLES
* - Not every table included in this copy
Q.3c.
T9
PERCEPTIONS OF WHETHER STATE GOVERNMENT SHOULD SPEND MORE TO
DEAL WITH IMPROVING PUBLIC EDUCATION EVEN IF TAXES MUST BE
INCREASED OR IF CURRENT SPENDING IS ADEQUATE
Current
Should
Spending
Spend More
Adequate
Not Sure
:
%
%
All Voters
67
29
4
Democrats
69
26
5
Independents
62
35
3
Republicans
68
28
4
Consistent supporters of program
74
22
4
Consistent opponents of program +
50
46
4
Mixed/uncertain on program
61
33
6
Education priority
81
15
4
Professionals/executives
73
21
6
White collar/sales workers +
74
26
I
Blue collar workers
66
28
6
Retired
58
39
3
Union households
75
20
4
Children in public school
74
21
5
Peter D. Hart Research Associates, Inc.
Q.11.
T19
ATTITUDES TOWARD A PROPOSAL REQUIRING TEACHERS TO
PASS A COMPETENCY TEST IN ORDER TO KEEP THEIR JOB
Strongly
Partially Partially Strongly
Agree
Agree
Disagree
Disagree
Not Sure
84
0
:
04
0
Be
0
BQ
All Voters
55
26
7
8
4
-
Democrats
47
27
9
11
6
Independents
63
24
4
6
3
Republicans
59
27
6
4
4
Consistent supporters
of program
68
23
5
2
2
Consistent opponents
of program +
35
23
9
29
4
Mixed/uncertain on program
44
32
8
7
9
Education priority
58
26
7
6
3
Whites
56
26
6
7
5
Blacks +
47
29
8
13
3
Children in public school
56
26
8
8
2
Q.7a.
T20
INDICATIONS OF WHETHER RESPONDENT HAS HEARD OF GOVERNOR ALEXANDER'S MASTER
TEACHER PROGRAM AND, IF SO, EXTENT OF RESPONDENT'S KNOWLEDGE ABOUT IT
Heard
Have
Know Fair
Know
Not
Amount
Very Little
Heard
Not Sure
:
:
08
0
08
0
All Voters
38
38
23
1
Shelby County
28
36
35
1
Rural West +
35
43
19
3
Middle Tennessee
48
39
12
1
Lower East +
25
42
33
-
Mid East
41
33
26
-
Upper East +
38
45
17
-
Democrats
33
39
27
1
Independents
47
33
19
1
Republicans
33
47
19
1
Age 18-34
32
36
31
1
Age 35-49
37
44
18
1
Age 50 and older
41
39
20
-
Professionals/executives
53
34
13
-
White collar/sales workers +
44
36
19
1
Blue collar workers
22
40
36
2
Children in public school
35
37
26
2
T21
Q.7b.
ATTITUDES TOWARD GOVERNOR ALEXANDER'S MASTER TEACHER PROGRAM¹
Favor /
Oppose /
Favor /
Do Not
Oppose /
Do Not
Feel
Feel
Feel
Feel
Strongly
Strongly
Strongly
Strongly
Not Sure
0
09
04
04
0
0
All Voters
32
26
14
12
16
Shelby County +
41
18
12
6
23
Rural West +
20
26
23
11
20
Middle Tennessee
31
31
16
13
9
Lower East ++
23
30
16
19
12
Mid East +
39
22
13
10
16
Upper East +
28
23
4
16
29
Democrats
26
26
19
13
16
Independents
32
22
13
15
18
Republicans
39
31
7
8
15
High familiarity with program
37
20
20
15
8
Education priority
39
28
10
8
15
Men
31
31
12
15
11
Women
31
20
17
10
22
Whites
30
28
13
12
17
Blacks +
33
16
23
13
15
Age 18-34
32
33
10
11
14
Age 35-49
29
28
12
14
17
Age 50 and older
32
20
18
12
18
Professionals/executives
34
25
15
11
15
White collar/sales workers +
39
21
17
7
16
Blue collar workers
27
28
11
14
20
Retired
28
30
14
14
14
Union households +
33
24
18
15
10
Children in public school
36
25
11
14
14
1
Asked only of those who say in Q.7a that they have heard of program.
T27
Q.14.
REACTIONS TO A SELECTED STATEMENT
"In all professions, including teaching, it
makes sense for the people who do the best
job to be rewarded with higher salaries."
Agree
Disagree
Not Sure
%
BR
0
BR
All Voters
831
13
4
Democrats
79
16
5
Independents
90
6
4
Republicans
85
12
3
Mixed/uncertain on program
79
15
6
Professionals/executives
90
8
2
White collar/sales workers +
89
7
4
Blue collar workers
80
15
5
Retired
83
13
4
Union households
83
12
5
T28
Q.14.
REACTIONS TO A SELECTED STATEMENT
"The Master Teacher program is a bad idea
because there is no fair way of evaluating
teachers' performance."
Agree
Disagree
Not Sure
:
so
Be
0
All Voters
26
62
12
Democrats
30
56
14
Independents
24
62
14
Republicans
18
76
6
Mixed/uncertain on program
28
53
19
High familiarity with program
33
57
10
Education priority
22
66
12
Whites
24
65
11
Blacks +
35
51
14
Professionals/executives
22
71
7
White collar/sales workers +
29
64
7
Blue collar workers
22
64
14
Union households
22
68
10
T29
Q.9.
STATEMENT ON THE ISSUE OF SALARY INCREASES FOR TEACHERS
SELECTED AS CLOSEST TO RESPONDENT'S POINT OF VIEW
Statement A: I would support a tax increase in order to pay for an
across-the-board increase in teacher salaries.
Statement B: I would support a tax increase in order to pay for a
teacher salary plan that is based on merit and geared to rewarding
teachers who meet high standards of competence.
Statement C: I would not support any tax increase for higher teacher
salaries at this time.
Statement Statement Statement
Depends
A
B
C
(VOL).
Not Sure
da
00
x
:
:
All Voters
13
57
26
2
2
Shelby County
11
64
21
2
2
Rural West +
19
43
37
1
-
Middle Tennessee
10
62
26
1
1
Lower East +
9
58
28
2
3
Mid East
13
67
18
1
1
Upper East +
17
48
30
3
2
17
52
30
1
-
Democrats
Independents
6
63
27
2
2
Republicans
12
69
15
2
2
Consistent supporters
of program
4
85
9
1
1
Consistent opponents
of program +
30
11
58
1
-
Mixed/uncertain on program
17
39
38
3
3
Education priority
15
65
16
1
3
Professionals/executives
13
65
16
2
4
White collar/sales workers +
13
60
24
3
I
Blue collar workers
11
57
30
1
1
Children in public school
15
64
17
2
2
Q.14.
T30
REACTIONS TO A SELECTED STATEMENT
"I would be willing to support phasing in a 1 cent
increase in the sales tax to fund an educational
improvement package that includes the merit
pay incentives of the Master Teacher program. "
Agree
Disagree
Not Sure
o
o
0
All Voters
6-1
32
7
Shelby County
63
28
9
Rural West +
49
44
7
Middle Tennessee
67
30
3
Lower East +
66
30
4
Mid East
66
28
6
Upper East +
56
32
12
Democrats
61
33
6
Independents
57
35
8
Republicans
72
22
6
Mixed/uncertain on program
52
38
10
Education priority
72
21
7
Professionals/executives
63
31
6
White collar/sales workers +
62
31
7
Blue collar workers
64
31
5
Retired
58
31
11
Children in public school
67
28
5
T31
Q.14.
REACTIONS TO A SELECTED STATEMENT
"If the legislature passes a tax increase for
education without the Master Teacher program
included, Governor Alexander should veto it. 11
Agree
Disagree
Not Sure
99
0
08
0
"
All Voters
54
34
12
Democrats
45
41
14
Independents
56
32
12
Republicans
68
23
9
Education priority
60
30
10
Whites
56
33
11
Blacks +
45
39
16
Professionals/executives
54
34
12
White collar/sales workers +
55
35
10
Blue collar workers
55
35
10
Children in public school
57
35
8
Q.12.
T32
INDICATIONS OF WHETHER RESPONDENT WOULD BE MORE INCLINED TO VOTE
FOR A STATE LEGISLATIVE CANDIDATE WHO SUPPORTED GOVERNOR ALEXANDER'S
MASTER TEACHER PROGRAM OR MORE INCLINED TO VOTE FOR A CANDIDATE WHO OPPOSED IT
Inclined
Inclined
To Vote
To Vote
For
For
Little
Depends
Supporter
Opponent
Difference
(VOL)
Not Sure
84
:
34
04
"
All Voters
44
14
26
12
4
-
Shelby County
55
12
19
11
3
Rural West +
31
25
32
9
3
Middle Tennessee
42
15
31
9
3
Lower East +
48
7
31
13
1
Mid East
56
6
26
10
2
Upper East +
35
17
14
22
12
Democrats
35
18
31
12
4
Independents
47
12
23
13
5
Republicans
59
7
21
10
3
Mixed/uncertain on program
27
13
34
15
11
High familiarity with program
42
22
20
12
4
Education priority
53
11
25
7
4
Whites
46
13
26
11
4
Blacks +
38
18
27
14
3
Professionals/executives
52
12
18
15
3
White collar/sales workers +
53
15
19
7
6
Blue collar workers
39
12
35
9
5
Union households
50
11
29
7
3
Children in public school
48
11
27
10
4
Q.14.
T33
REACTIONS TO A SELECTED STATEMENT
"I would be more inclined to vote for a
state legislative candidate who favors
evaluating teacher performance every five
years and paying teachers more money for
doing a better job. "
Agree
Disagree
Not Sure
84
o
88
,o
be
All Voters
73
1.9
8
Shelby County
80
13
7
Rural West +
70
24
6
Middle Tennessee
73
19
8
Lower East +
76
15
9
Mid East
68
25
7
Upper East +
66
23
11
Democrats
70
21
9
Independents
75
18
7
Republicans
80
16
4
Consistent supporters of program
92
3
5
Consistent opponents of program +
29
62
9
Mixed/uncertain on program
63
24
13
Education priority
74
18
8
Professionals/executives
71
22
7
White collar/sales workers +
78
18
4
Blue collar workers
76
18
6
Retired
69
20
11
Union households
80
15
5
Children in public school
77
16
7
Q.13a.
T34
INDICATIONS OF THE EFFECT OF THE TENNESSEE EDUCATION ASSOCIATION'S
OPPOSITION TO GOVERNOR ALEXANDER'S MASTER TEACHER PROGRAM ON
RESPONDENT'S SUPPORT OF THE PROGRAM
More
Less
Likely To
Likely To
Little
Support
Support
Difference
Not Sure
%
24
0
de
"
All Voters
20
13
61
6
Democrats
20
17
57
6
Independents
17
10
64
9
Republicans
25
9
62
4
Consistent supporters
of program
27
5
64
4
Consistent opponents
of program +
12
27
58
3
Mixed/uncertain on program
15
18
57
10
Education priority
21
11
64
4
Professionals/executives
22
10
63
5
White collar/sales workers +
22
13
59
6
Blue collar workers
17
13
64
6
Union households
18
15
63
4
Children in public school
20
12
62
6
Q.13b.
T35
PERCEPTIONS OF WHETHER THE TENNESSEE EDUCATION ASSOCIATION IN OPPOSING
THE MASTER TEACHER PROGRAM IS MAINLY CONSIDERING THE BEST INTERESTS OF
QUALITY EDUCATION OR IS MAINLY LOOKING OUT FOR THE NARROW
SPECIAL INTERESTS OF TEACHERS
Narrow
Quality
Some Of
Interests
Education
Both (VCL)
Not Sure
of
o
:
"
"
All Voters
58
12
10
20
Democrats
53
16
11
20
Independents
61
10
7
22
Republicans
62
8
11
19
Consistent supporters
of program
66
11
7
16
Consistent opponents
of program +
45
22
19
14
Mixed/uncertain on program
51
10
10
29
Whites
59
13
9
19
Blacks +
55
11
11
23
Professionals/executives
60
11
8
21
White collar/sales workers +
58
13
11
18
Blue collar workers
59
13
8
20
Union households
60
17
8
15
Children in public school
61
10
10
19
Peter D. Hart Research Associates, Inc.
Interviewer:
Area
Sample Point
Connecticut Avenue, N.W.
ington, D.C. 20009
County:
2) 234-5570
City/Town:
5
6
7
8
-udy #1949
April 1983
Respondent: Male
4-1 Female
-2
April
, 1983
Tennessee Education
9
10
Hello, I'm from Hart Research Associates, the national
3c. When it comes to (READ ITEM). do you feel the state
public opinion research firm. We are conducting a survey
should be spending more to deal with that problem, even
here in Tennessee to find out what people are thinking on
if it requires an increase in taxes, or do you feel that
some important issues, and your help in answering a few
the current level of state government spending is
questions will be very much appreciated.
adequate? (REPEAT FOR EACH ITEM.)
Spend
Not
I'm supposed to talk with the youngest man/woman in this
More
Adequate
Sure
household who is registered to vote and home right now.
Would that be you? (IF "YES," PROCEED. IF "NO," ASK TO
Protecting the environment 24 19-1 62 -2 14 -3
SPEAK WITH THAT PERSON.)
Improving public education 67 20-1 29 -2 4 -3
1.
First, are you registered to vote at this address?
Fighting crime
5521
38
-2
7 -3
Registered 100% 11-1
CONTINUE
4a. How would you rate the quality of police protection in
TERMINATE AND
your local community would you say it is as good as can
Not registered
-2
DO NOT COUNT
be expected or falling short of what it should be?
Not sure
-3
TOWARD QUOTA
4a.
4b.
Police
Fire
2a. We're interested in finding out how well people think
their public officials are doing in office. How would
As good as can be expected
6822-1
82 8223-1
you rate the performance of (READ NAME AND OFFICE)
Falling short.
31 -2
13 -2
excellent, good, fair, or poor? (REPEAT FOR EACH NAME
Not sure
LISTED BELOW.)
I -3
5 -3
Excellent Good
Fair
Poor
Not Sure
4b. How would you rate the quality of fire protection in
your local community as good as can be expected or
Ronald Reagan
as president 11 12-1 27 -2 34 -3 26 -4 2 -5
falling short of what it should be? (RECORD ABOVE UNDER
4b.)
r Alexander
5 governor. 2/13-1 42 -2 29 -3 7 -4 I -5
4c. And how would you rate the quality of the public school
system in your local community as good as can be ex-
e state
pected or falling short of what it should be? (IF
legislature
as a whole 2 14-1 28 -2 49 -3 10 -4 11 -5
"FALLING SHORT, ASK:) Would you say the public schools
are falling just somewhat short of what they should be
The state represen-
or very far short?
tative in the
legislature from
As good as can be expected 4224-1
this district 15-1 40 -2 30 -3 6 -4 14 -5
Falling just somewhat short. 33 -2
2c. Generally speaking, would you say you mainly approve or
Falling very far short
19 -3
mainly disapprove of the stands and positions Lamar
Alexander takes on the major issues facing Tennessee?
Not sure
(6 -4
Approve
71
12
5.
Not
sure
-3
What changes or policies do you think are most needed
to improve the quality of education in the public schools?
Disapprove. 17 -2
What do you think state government should be doing to make
the public schools better?
3a. I'm going to read you a list of issues facing Tennessee,
and I'd like you to tell me which one you think is most
important for state government to deal with. (READ LIST
Better teachers
26 computers
L
SLOWLY. ROTATE ORDER. ACCEPT ONLY ONE.)
increase teacher pay
16 Back to basics
3a.
3b.
support La proposal
7 Voc Ed
Protecting the environment
5 17-1
6 18-1
more support for teachers.
I Better curric.
Improving public education
22 -2
23 -2
more discipline
11 math/Sci.
Holding the line on taxes
9 -3
14 -3
stop drug abuse
2 High Stds
Dealing with unemployment
40 -4
16 -4
10 -5
more teacher training
2 Improve schools
Fighting crime.
22 -5
Dealing with inflation
12 -6
16 -6
spend on schools not busing
2 Jeacher) Stu relations
None/not sure
2-7
4-7
stop busing
5 class size
And which issue on this list would you say is the next
Better facilities blgs
3 cut $ waste
L
most important one for state government to deal with?
more supplies books
2 more funding
(REPEAT LIST IF NECESSARY. ACCEPT ONLY ONE. RECORD
Imp adm/Elect School Bd
I satisfied
ABOVE UNDER 3b.)
4
all others
Less fed interterence
8
1x Don't know
16
anti-master teacher
I 25
Parental involvement
4
28
2
#1949
When it comes to (READ ITEM), would you say the current
8b. Why do you feel that way about Governor Alexander's
situation in the public schools is good, that minor
Master Teacher program? What are the best reasons for
changes are needed, or that major changes are needed?
supporting it? (PROBE.) What doubts or reservations
(REPEAT FOR each ITEM.)
Need
Need
do you have about it? (PROBE.)
Minor
Major
Not
Good
Change
Change
Sure
Attracting high quality
all favorable, no unfavorable 53
people to the teaching
profession
15 31-1 36 -2 41 -3 8 -4
all unfavorable, no favorable 25
Having a system of
teacher pay that
Both favorable and unfevorable 16
encourages and rewards
excellence in teaching. 32-1 33 -2 39 -3 12 -4
Don't know 6
39
Giving students the
X
quality education they
40
need to get a good job 33-1 30 -2 45 -3 7 -4
Requiring teachers to
43
meet high standards
of competence
17 34-1 38 -2 36 -3 9 -4
46
Providing incentives
48
for teachers to
do a better job
18 35-1 36 -2 36 -3 10
51
7a. Have you heard or read anything about Governor Alexander's
8c. When it comes to giving students the quality education
Master Teacher program for the Tennessee public schools?
they need to get a good job, do you think the reforms in
(IF "YES," ASK:) Would you say you know a fair amount
the Master Teacher program will help a lot, helo a fair
about this proposal, or only a very little?
amount, help just a little, or not really help much at all
A lot
....
38 54-1 Not much at all 12 -4
Heard, know fair amount 38 36-1
ASK
A fair amount 29 -2 Not sure
7 -5
Heard, know very little 38 -2
7b.
Just a little 14 -3
Have not heard
23 -3
SKIP
9. Let me read you three statements on the issue of salary
Not sure
I -4
increases for teachers. Please tell me which one comes
TO 8a.
closest to your own point of view. (READ SLOWLY.)
J. From what you know, do you favor Governor Alexander's
Master Teacher program or do you oppose it? (IF
Statement A: I would support a tax increase in
"FAVOR" OR "OPPOSE," ASK:) And do you feel strongly
order to pay for an across-the-board increase
about that or not?
in teacher salaries.
Statement 8: I would support a tax increase in
Favor, feel strongly
3237-1
order to pay for a teacher salary plan that is
Favor, do not feel strongly 26
based on merit and geared to rewarding teachers
-2
who meet high standards of competence.
Oppose, feel strongly 14 -3
Statement C: I would not support any tax increase
Oppose, do not feel strongly 12 -4
for higher teacher salaries at this time.
Not sure
16 -5
Statement A 13 55-1 Depends (VOL) 2 -1
8a. Let me read you a brief description of Governor Alexander's
Statement 8 57 -2 Not sure
2 -5
Master Teacher program. (READ DESCRIPTION AND ASK:)
Statement C 26 -3
Based on this description, how do you feel about Governor
Alexander's Master Teacher program--do you strongly
10. Now let me read you statements that supporters and oppo-
favor it, mildly favor it, mildly oppose it, or strongly
nents of the Master Teacher program might make about
oppose it?
this matter. Please tell me which one comes closer to
your own point of view.
"The basic philosophy behind the Master Teacher program
is that all teachers should be required to have their
Supporters say that the program is a good idea because
performance evaluated every five years, and that there
the educational system should be designed to reward
should be special salary incentives and merit pay for
excellence in teaching and ensure that all teachers have
teachers who meet high standards of performance. Spe-
an incentive to meet needed standards of performance and
cifically, there would be four levels that teachers
competency. Unless there are periodic evaluations and
could attain--with the amount of the merit pay tied
incentives, the school system cannot meet the goal of
to the level the teacher reaches as a result of his or
quality education.
her evaluation. The evaluations would be conducted by
teachers who have proven themselves to be superior,
Opponents say that the program is a bad idea because there
and the cost or the merit pay would come from state
is no way to evaluate teachers fairly and this system
tax revenues."
would destroy teacher morale by keeping them under con-
stant pressure. There should be across-the-board pay
Strongly favor 42 38-1 Strongly oppose 13 -4
raises for all teachers who meet minimum competency
Mildly favor 31 -2 Depends (VOL) 2-5
standards, and we should not pass a program that under-
mines tenure protection for teachers.
Mildly oppose. 10 -3 Not sure.
2 -6
Supporters
5656-1 Neither (VOL) 3 -4
Opponents
24 -2 Not sure.
7 -5
Some of both (VOL) 10 -3
3
#1949
How would you feel about a proposal requiring teachers to
13a.
pass a competency test in order to keep their jobs--do
Governor Alexander's Master Teacher program is opposed
by the Tennessee Education Association. Does this
you strongly agree with that proposal, partially agree,
partially disagree, or strongly disagree?
fact make you more likely to support the program,
less likely to support the program, or make little
Strongly agree
5557-1
difference to you either way?
Partially agree
26 -2
More likely to support
Partially disagree
20 59 - 1
T -3
Less likely to support
13 -2
Strongly disagree
8 -4
Little difference
61-3
Not sure
4 -5
Not sure.
6 -4
13b.
12. Suppose there was an election for the state legislature
The Tennessee Education Association lobbies for
public school teachers and represents teachers in
in your district between a candidate who favored
Governor Alexander's Master Teacher program and a
contract negotiations. In opposing Governor
candidate who opposed it. Would you be more inclined
Alexander's Master Teacher program, do you think
the TEA is mainly considering what is in the best
to vote for the candidate who favored the program, more
inclined to vote for the candidate who opposed the
interests of quality education, or is mainly looking
out for the narrow special interests of teachers?
program, or would this issue make little difference to
your vote?
Quality education.
12
Inclined to vote for supporter
44 58-1 58-1
Narrow interests
Inclined to vote for opponent
58 -2
14 -2
Some of both (VOL)
Little difference
10 -3
26 -3
Not sure
Depends (VOL)
20 -4
12 -4
Not sure
4 -5
14. Finally, let me read you a few statements. For each one, please tell me if you mostly agree or mostly disagree.
(READ STATEMENTS AND REPEAT CHOICES.)
Agree Disagree Not Sure
"If the legislature passes a tax increase for education without the Master
Teacher program included, Governor Alexander should veto it.
54 34 -2 12 -3
"The Master Teacher program will help attract high quality people to teach
in Tennessee's public schools.
71 62-1 20 -2 -2
9 -3
"I would be willing to support phasing in a 1 cent increase in the sales
tax to fund an educational improvement package that includes the merit
pay incentives of the Master Teacher program.
61 63-1 32 -2
7 -3
"The Master Teacher program is a bad idea because there is no fair way of
evaluating teachers' performance.
1664-1 62 -2 12 -3
"In all professions, including teaching, it makes sense for the people who
do the best job to be rewarded with higner salaries.
83 65-1 13 -2 4 -3
"I would be more inclined to vote for a state legislative candidate who
favors evaluating teacher performance every five years and
paying teachers more money for doing a better job.
73 66-1 19 -2 8 -3
4
#1949
TUAL INFORMATION: Now I'm going to ask you a few questions
F7. Thinking about your general approach to politics, do you
or statistical purposes only.
consider yourself to 5e very liberal, somewhat liberal,
moderate, somewhat conservative, or very conservative?
In what age group are you? (READ LIST.)
Very liberal
5 575-1
18-24
9 67-1 50-64
25 -4
Somewhat liberal
18 -2
25-34
22 -2 55 and over
18 -5
Moderate
30 -3
35-49
26 -3
Somewhat conservative. 31 -4
F2. What type of work does the head of the household do?
Very conservative
9 -5
What is the job called? (BE SURE TO GET ENOUGH INFOR-
Not sure
7-6
MATION TO CLASSIFY PROPERLY. WRITE JOB DESCRIPTION
IN SPACE BELOW. IF HEAD OF THE HOUSEHOLD IS UNEMPLOYED,
F8. For statistical purposes only, we need to know your total
GET USUAL OCCUPATION.)
family income for 1982. Will you please tell me which
of the following categories best represents your total
High-level professional
668-1
family income? (READ CATEGORIES.)
Middle-level professional
11 -2
Executive, manager
7-3
Under $7,000
8 76-1
Sales, proprietor
9-4 -4
$7,000-$10,000
11 -2
White collar
5-5
$10,000-$15,000.
15 -3
Skilled labor
29 -6 -6
Semi- and unskilled labor
6-7
$15,000-$20,000
10 -4
Farmer
2-8
$20,000-$25,000
12 -5
Housewife
3 -9
$25,000-$30,000
10 -6
Student
/ -0
Over $30,000
Retired
18 -7
21 -A
Other
-8
Refused
16 -8
(specify)
F9. What is your race?
JOB DESCRIPTION:
White
82 77 -1
F3a. Are you, or is any member of your household, a member
Black
of a labor union?
17 -2
Other
/ -3
Labor union household
1969-1
Non-union household.
80 -2
May we please have your name for validation purposes?
Not sure
/ -3
Mr. Mrs. Ms. Miss
JO. Is anyone in this household employed as a schoolteacher?
RECORD THE FOLLOWING--00 NOT ASK!
Schoolteacher in household 870-1
No teacher in household
91 -2
Telephone Number:
/
Not sure
/ -3
Area Code
F4. Are there any children under age 18 in this household?
Length of Interview
(IF "YES":) Do any of these children currently attend
public schools in Tennessee?
Less than 10 minutes
78-1
10 to 15 minutes
-2
Children in household, attend public school 30 71-1
16 to 20 minutes
-3
Children in household, do not attend
16 -2
21 to 25 minutes
-4
No children in household.
54 -3
Over 25 minutes.
-5
F5. What is your religion?
THIS IS A BONA FIDE INTERVIEW AND HAS BEEN OBTAINED
Baptist
4372-1
ACCORDING TO MY AGREEMENT WITH HART RESEARCH, INC.
Other Protestant
43 -2
Catholic
4-3
Interviewer's Name (PLEASE SIGN):
Other
6 -4
None
4 -5
F6a. How would you describe your point of view in terms of the
Interview Number:
Interview Date:
political parties? Would you say you are mostly Demo-
Time of Interview (o'clock, a.m./p.m.):
cratic, leaning Democratic, completely Independent,
leaning Republican, or mostly Republican?
Sample Point Number:
Validated By:
Date:
Mostly Democratic
35 73-1 73-1 Mostly Republican 16 -5
Leaning Democratic
9
-2 None (VOL)
2-6
Completely Independent 26 -3 Not sure
2 -7
Leaning Republican
10 -4
Do you happen to know if the state representative in the
legislature from this district is a Democrat or a Republican?
Democrat
42 74-1
Republican
19 -2
Have both (VOL)
I -3
Not sure
38 -4