Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 2 Research Methods ...

Confidential and Proprietary. Copyright © 2007 Educational Testing Service.

2

Research Methods

Surveys were conducted May 4–15, 2007, among 1,526 adults nationwide, including 1,000 members of the general public and 626 parents of K-12 students, and among 101 public school administrators and 251 public school teachers. Oversamples were conducted among 226 California residents (for a total of 470 California residents) and among 200 adults where the survey was administered in Spanish (100 in California, 100 nationwide). The Spanish language samples were weighted to their proper proportions of the population in the main sample. At the 95% confidence level, the data’s margin of error is ±3.1 percentage points among all adults, and higher among smaller populations and subgroups.

Six focus groups were conducted in mid-to-late March 2007: two groups in Indianapolis, IN; two in Fremont, CA; and two in Alexandria, VA. One group each was conducted among public school administrators and voters who are not parents. Two groups each were conducted among public school teachers and parents with children in public school. In addition, seven in-depth interviews were conducted among leading education experts.

3


Summary of Key Points

The public supports NCLB reauthorization, despite limited knowledge of it. The public is divided over NCLB, but many people simply are uninformed. Support grows to a majority when NCLB is defined. Majorities support the underlying principle that federal funding should be tied to accountability requirements. A majority of adults support reauthorization with some changes.

Teachers support reauthorization despite misgivings. Public school teachers and administrators are strongly negative toward NCLB. Nonetheless, teachers and administrators strongly support NCLB reauthorization with major changes: “better the devil you know.”

Standards, Accountability and Flexibility: In reauthorization, the public, teachers, and administrators support high standards of accountability as well as greater flexibility. They emphasize finding solutions for poorly performing schools, not just identifying them. They also call for greater flexibility in assessing English-language learners.


4

Grading School Quality


5

Assessing the Nation’s Schools

45%

50%52%

50%

45%

56%

45%

53%

58%58%

51% 50%

42%

51%

48%45%45%

52%

45%

53%

41%41%

48% 47%

2001 2002 2003 2004 2005 2006 2007 2001 2004 2005 2006 2007

Working well/need some changes but basically keep as isNeed major changes/complete overhaul

General Public K-12 Parents

How well do you think our K-12 schools are working?

69% teachers 72% administrators

Working well/some changes

Q.5b


6

Grades for the Nation’s Schools Remain at ‘C’

Q.10

A

B

C

D

F

GPA

2001

2%

18%

51%

16%

3%

2.0

2003

2%

29%

47%

13%

2%

2.2

- - - - - - - - - - - - - - - - General Public - - - - - - - - - - - - - - -

The Public’s Report CardThe Nation’s Schools

Spring 2007

2005

3%

23%

46%

15%

4%

2.1

2006

5%

26%

44%

15%

5%

2.1

2002

2%

14%

50%

21%

4%

1.9

2004

2%

20%

47%

15%

4%

2.0

2007

4%

23%

44%

16%

5%

2.0


7

Grades for the Nation’s Schools Remain at ‘C’

Q.10

A

B

C

D

F

GPA

2004

2%

20%

48%

14%

3%

2.0

2001

8%

35%

33%

13%

4%

2.3

- - - - - - - K-12 Parents - - - - - -Publicschool

teachers

Education Stakeholders’ Report CardThe Nation’s Schools

Spring 2007

2006

5%

26%

45%

14%

4%

2.1

2005

4%

27%

46%

12%

2%

2.2

2007

4%

25%

43%

16%

4%

2.1

2007

4%

33%

41%

10%

1%

2.3

2007

1%

41%

42%

4%

0%

2.4

Public schooladministrators


8

Grades for One’s Own School: Better – But Still Not Great

Q.6, 8, 9

Public School Stakeholders’ Report CardMy Children’s School/My School(s)

Spring 2007

A

B

C

D

F

GPA

Publicschool

teachers

27%

52%

17%

2%

1%

3.0


32%

57%

8%

1%

0%

3.2

Publicschoolparents

26%

41%

21%

8%

3%

2.8


9

2%8%

13%8%

20%9%10%

12%13%

12%

21%13%13%

18%

23%26%

27%39%

One or two biggest reasons for public schools' problemsOne or two best changes to solve public schools' problems

Public School Problems and Their Solutions

Lack of/need more parental involvement

Lack of/need more classroom discipline

Lack of funding/increase funding

Large class sizes/reduce class sizes

Low standards & expectations forstudents/raise standards & expectations

Unmotivated teachers/incentives to motivate teachers

Too few/need more qualified teachers

Lack of/need more challenging/ interesting schoolwork

Lack of consistent measures of student learning/increase testing

Q.11a,b

General Public


10

No Child Left Behind


11

19% 21% 16%23%

16%24% 20% 21%

37%

14%

Public and Parents Are Divided on No Child Left Behind

Very favorable Somewhat favorableVery unfavorable Somewhat unfavorable

Q.13

45%38%

43% 41% 41% 43%

2005 2007 Adults whotook surveyin Spanish

48%40%

Attitudes toward No Child Left Behind

2006 K-12 parents

67%

24%

General public


12

17%

31%

13%

28%17% 13%

Public and Parents Are Divided on No Child Left Behind

General public, by party ID


Q.13

35%

51%

Democrats

48%

35%


Independents Republicans

52%

34%


13

49%38%

Teachers and Administrators Are Firmly Opposed to NCLB


Q.13

20%

77%

33%

63%


Public school teachers

Public school administrators


14

16% 13%

Public Lacks Knowledge of No Child Left Behind

Q.14a

45%

54%47%

52%

General public K-12 parents

Know a great deal about NCLB Know a fair amount about NCLBKnow nothing at all about NCLB Know just some about NCLB


15

14%

32%

13%

28%

13%

Many Unaware of National Education Reform Efforts

Where do things stand today in terms of education reform at the national level in Washington, D.C.?

Q.12

There has been a lot of talk, but so far there has been no action.

President/Congress each have put together proposals, but no agreement has been reached and no legislation has been passed.

Education reform bill has been passed by Congress/signed into law by President Bush, but so far reforms have not led to any changes in the schools.

Reforms are leading to changes in the schools.

Not sure

Just 46% of adults (49% of K-12 parents) know NCLB reform is law.

General public


16

8%

12%

26%

47%

Only Half Can Pick NCLB Out of a Lineup

What does “No Child Left Behind” really mean to you?

Q.14b

Setting standards for student learning, and testing students to ensure those standards are being achieved

Making sure that students keep progressing on to the next grade level until they reach graduation

Requiring all students to pass a national test in twelfth grade in order to graduate from high school and go on to college

Giving parents vouchers so that their child can attend the school of their choice

46% of adults (44% of K-12 parents) get it wrong.

Right answer

General public


17

16%24% 20% 21% 22% 21%

27%19%

Support for NCLB Increases When Law Is Defined

Uninformed Informed


Q.13,15

41% 43%48%

40%

56%

39%



59%

36%


“The No Child Left Behind Act provides federal funds for school districts with poor children in order to close achievement gaps. It also requires states to set standards for education and to test students each year to determine whether the standards are being met by all students. In addition, No Child Left Behind provides funding to help teachers become highly qualified. It also provides addition-al funding and prescribes con-sequences to schools that fail to achieve academic targets set by their state.”


18

9%

19%

25%

45%

Q.14b

Federal government should continue to provide funds to school districts with children from low-income families to help close gaps in student learning.

Federal government should continue to make sure that high standards are set in order to ensure that school districts are being held accountable for student learning.

Federal government should be involved in both funding and standards for accountability.

Federal government should not be involved in either funding or standards for accountability.

Support for Basic NCLB Provisions of Accountability and Funding

General public


19

57%

34%

43%

49%

58%

37%

NCLB Values: Federal Funding Should Be Tied to Accountability Standards

Generalpublic

Q.17a

Should standards and testing described by NCLB be required of all states that want federal money for education, or should states be able to opt out of the standards and testing and still get federal education money?

Public schoolteachers

Public Rejects NCLB Opt-Out

States should NOT be allowed to opt out.

States should be allowed to opt out.



20

41%

35%

16%

45%

36%

13%17%

58%

25% 26%

52%

22%

NCLB should be reauthorized with minor changes.NCLB should be reauthorized with major changes.NCLB should not be reauthorized.

Public, Administrators and Teachers Want Reauthorization

Generalpublic

K-12 parents

Q.16




21

59%

35%

43%49%

41%

56%

Public Supports National StandardsTeachers/Administrators Disagree

Generalpublic

Q.17b

Public school

teachers


Should make NCLB more uniform by replacing 50 sets of standards and tests with one set of national standards and tests, so eighth-grade math is the same in Florida and Alaska

Should keep system as is, because it gives federal government school accountability but lets states define academic goals in their state

Currently, NCLB allows each state to develop its own standards and tests and use its own criteria to evaluate the test results:


22

48%

38%

52%

37%32%

57%

39%

51%Concerned that if federalgovernment doesn't setstandards for student learning,then some states will set lowstandards to ensure theirschools succeed.

We can expect the governorsand state legislatures of allstates to set high standards forstudent achievement.

Concern That States Might Set Low StandardsTeachers/Admin Trust State Leaders

Generalpublic

Q.18b

Public school

teachers


K-12parents


23

45%40%

43%45%

63%

23%

72%

19%

Federal government will gettoo involved in education andinterfere with issues betterleft to states and localcommunities

Federal government will notbe involved enough in doingwhat is necessary to improveour schools

Concern About the Federal Government Role in Education

Generalpublic

Q.18a

Public school

teachers


K-12parents

Which concerns you more?


24

20%

19%

23%

26%

29%

35%

37%

Reasons Against Reauthorization

Teachers pressured to teach to test, neglect broad knowledge of subject

Testing emphasis distorts priorities, teachers focus on students in trouble,

neglect others

Burdens state to identify poor schools, but no solutions/funding

Emphasis on NCLB test scores/ replace individualized assessments

Testing new English speakers doesn’t measure learning, penalizes schools

with lots of these students

Education has always been state/ local responsibility; in some cases

NCLB overruled state reforms

NCLB tests may label schools as failing and their students as low

achievers, harming self worth

53%

46%

General public

Very convincing Fairly convincing

Q.21b

52%

45%

39%

37%

33%

Publicschool

teachers

80%

78%

74%

66%

74%

52%

58%

Publicschooladmin

56%

61%

71%

57%

61%

52%

43%


25

22%

27%

34%

32%

33%

36%

37%

36%

Reasons for Reauthorization

NCLB testing identifies schools that need help with groups of students

State standards are important step toward education excellence to

compete in global economy

NCLB tests useful to ensure students gets basics for promotion

NCLB tests help public/leaders identify schools that need improving

In reauthorization, NCLB could be improved with more assessments

Give NCLB more time to see if it works, don’t reform every few years

If not reauthorized, major setback for national education reform

NCLB is rare case of Democrats and Republicans working together

62%

56%

General public

Very convincing Fairly convincing

Q.21a

61%

56%

55%

52%

46%

39%

53% among administrators

Only reason a majority of

teachers & admin find convincing


26

43%

36%

17%

47%

36%

14%19%

46%

33%

22%

56%

22%

NCLB should be reauthorized with minor changes.NCLB should be reauthorized with major changes.NCLB should not be reauthorized

After the Arguments, Public Still Wants NCLB Reauthorized


Q.22



Teacher Opposition Grows But Remains Minority


27

What to Do About

Poorly Performing Schools


28

12%

18%

25%

26%

28%

30%

50%

57%

64%

Views on Dealing With Poorly Performing Schools

Administrators required to develop real change of plan

More funding to hire teachers, lower class size, improve schoolChildren able to get free tutoring

from state-approved provider

School day or year lengthened

Children can transfer to another public school/free transportationVouchers given for tuition at any

public or private schoolSchool taken over/restructured

with new administratorsDo nothing: scores may reflect

area’s economic/other factorsMany teachers lose jobs/be replaced by other teachers

General public who say each should happen in all/most cases when school performs poorly on NCLB tests for several years

Q.23

Publicschool

teachers

63%

71%

37%

21%

16%

14%

9%

20%

4%

Publicschooladmin

77%

61%

24%

29%

12%

1%

4%

14%

5%


29

40% 12%24%

25%

Public’s Views on Dealing With Poorly Performing Schools

Q.23

General public who say each should happen in all/most cases when school performs poorly on NCLB tests for several yearsGeneral public who say each should happen in only some casesGeneral public who say each should not happen in any cases

School taken over/ restructured with new

administrators

Many teachers lose jobs/be replaced by other teachers

86%

72%


30

12%

57%

Public’s Views on Dealing With Poorly Performing Schools

Q.23

41%

More funding to hire teachers, lower class size,

improve school

32%In all cases

General public who say each should happen in all/most cases when school performs poorly on NCLB tests for several yearsGeneral public who say each should happen in only some casesGeneral public who say each should not happen in any cases


31

English-Language Learners


32

34%

22%

40%

17%

51%

8%

53%

13%

Most Want Flexibility for English-Language Learners

Generalpublic

Q.24

We should be flexible when it comes to English language learners. By allowing these students sufficient time to become capable in English, we are helping build their confidence and giving them an essential skill needed to be competitive going forward, even if it means that these students may fall behind their peers somewhat in other skills such as math and science.

Public school

teachers

Strongly agree Somewhat agree

We should be firm when it comes to English- language learners. By allowing these students to take their time when learning English, we are leaving them at risk of being left permanently behind in other skills such as math and science with no clear way of getting them caught up to their peers, even if it means that these students may at times be uncomfortable because they cannot fully express themselves in English.

Strongly agree Somewhat agree Public schooladmin

58%

36%

77%

20%

77%

22%

67%

26%

Hispanics


33

48%

18%

55%

15%

18% 50%14%

48%

But Public Is Divided Over Their Test Scores

Should be included

Should be excluded for one to two years

Q.25

46%

77%85%

Should English-language learners’ NCLB test scores be included in their school’s overall NCLB score?

Publicschool

teachers

Public school admin

Should be excluded for three/more years

Generalpublic

43%

Hispanics


34

Conclusions:

Public Support for NCLB Reauthorization Must Be Earned.

♦ The public has lost focus.

♦ The words have become a slogan.

♦ But reintroduction and explanation will yield strong support.

♦ It’s viewed as a needed reform that reflects the public’s values.


35

Conclusions:

Help for Struggling Schools

♦ The public, teachers and administrators want changes.

♦ Flexibility

♦ Solutions for poorly performing schools

♦ Give struggling schools the money they need.


36

Conclusions:

NCLB Is Not an End But a Means.

♦ A building block to collect data needed for continued improvement.

♦ Focus on the challenges ahead.

♦ We must expect more of students, parents and schools.

♦ Our continued success in the face of global competition depends on it.


37

Looking Beyond the

Current Reauthorization Debate:

Policymakers’ Views


38

Policymakers Speak:NCLB — The Challenges and

Changes Ahead

“Version 3.0, which is down the road, will be where you start to see the big shift, whether it’s things like national standards or really new forward-looking ways to doing accountability.… Version 3.0, which is not the one we’re ready for yet, I think the big shift will be the one after this where we may be in a position to really go in a new direction.”


39


Changes Ahead

“The real challenge for us in the next ten years is to see how we can really help schools respond to the challenges that some of these reforms bring.… Support for schools to respond to those reforms, to respond to the demands that testing brings, to respond to the demands of teaching to one standard … to respond to the demands of closing the achievement gap and of what schools do once they find that pocket of students who are underperforming in their schools. That’s the real challenge.”


40


Changes Ahead

“I don’t think NCLB is going to solve it because NCLB is a national framework, but ultimately, you’ve got to take this issue state by state. Go to the leaders of the states, the business leaders, the education leaders and the political leaders in the state and say that we’ve got to look at what really are the rigors of the courses, how well are our students doing, and what’s the achievement level of our students that are measured by a national test.”


41

20%15%

Many Believe Status Quo Will Have a Negative Impact on America Soon

If changes are not made to our education system, will ithave a negative impact on America’s global competitiveness and

strength of our economy? If so, how soon?

Q.26

General public

Negative, butmore than

10 years out

Within a year17%

59%

Won’t havenegative

impact

Negative impact within

10 years

3 to 5 years19%

5 to 10 years23%

Date post:	14-Dec-2015
Category:	Documents
Upload:	devin-haidle
View:	222 times
Download:	2 times

Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 2 Research Methods ...

Documents