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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.
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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.
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Grading School Quality
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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
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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
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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
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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
Public schooladministrators
32%
57%
8%
1%
0%
3.2
Publicschoolparents
26%
41%
21%
8%
3%
2.8
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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
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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
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17%
31%
13%
28%17% 13%
Public and Parents Are Divided on No Child Left Behind
General public, by party ID
Very favorable Somewhat favorableVery unfavorable Somewhat unfavorable
Q.13
35%
51%
Democrats
48%
35%
Attitudes toward No Child Left Behind
Independents Republicans
52%
34%
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49%38%
Teachers and Administrators Are Firmly Opposed to NCLB
Very favorable Somewhat favorableVery unfavorable Somewhat unfavorable
Q.13
20%
77%
33%
63%
Attitudes toward No Child Left Behind
Public school teachers
Public school administrators
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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
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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
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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
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16%24% 20% 21% 22% 21%
27%19%
Support for NCLB Increases When Law Is Defined
Uninformed Informed
Very favorable Somewhat favorableVery unfavorable Somewhat unfavorable
Q.13,15
41% 43%48%
40%
56%
39%
Attitudes toward No Child Left Behind
General public K-12 parents
59%
36%
General public K-12 parents
“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.”
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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
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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.
Public schooladministrators
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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
Public schoolteachers
Public schooladministrators
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59%
35%
43%49%
41%
56%
Public Supports National StandardsTeachers/Administrators Disagree
Generalpublic
Q.17b
Public school
teachers
Public schooladministrators
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:
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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
Public schooladministrators
K-12parents
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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
Public schooladministrators
K-12parents
Which concerns you more?
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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%
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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
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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
General public K-12 parents
Q.22
Public schoolteachers
Public schooladministrators
Teacher Opposition Grows But Remains Minority
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What to Do About
Poorly Performing Schools
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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%
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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%
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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
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English-Language Learners
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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
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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
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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.
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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.
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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.
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Looking Beyond the
Current Reauthorization Debate:
Policymakers’ Views
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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.”
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Policymakers Speak:NCLB — The Challenges and
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.”
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Policymakers Speak:NCLB — The Challenges and
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.”
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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%
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