Keeping Our Edge:

Copyright © 2006 Educational Testing Service

Keeping Our Edge:

HARTHARTRESEARCHRESEARCH

P e t e r DP e t e r D

AA SS SS OO TT EE SSCC II AA

&&THE WINSTON GROUPTHE WINSTON GROUP

Listening. Learning. Leading.

Americans Speak On Education & Competitiveness

Copyright © 2006 Educational Testing Service2

Research MethodsResearch Methods

Surveys were conducted May 22 – June 8, 2006, among 1,215 adults nationwide, including 703 members of the general public and 512 parents of K-12 students (301 parents of public high school students), and among 150 high school administrators, 150 high school teachers, 231 public high school students, 151 college faculty, and 151 business and opinion leaders. 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.

Seven focus groups were conducted from late April through early May 2006: two groups in Richmond, VA; two in Encino, CA; one in Rosemont, IL; and two in Atlanta, GA. One group each was conducted among male high school students, female high school students, parents of middle and high school students, high school teachers, high school administrators, college professors, and business leaders and HR professionals. In addition, seven in-depth-interviews were conducted among leading competitiveness experts.


Grading School QualityGrading School Quality



Assessing The Nation’s SchoolsAssessing The Nation’s Schools

58%

41%

51%53%56%

58%

45%

50%52%

50%

45%48%

53%

45%

52%

45% 45%48%

42% 41%

2001 2002 2003 2004 2005 2006 2001 2004 2005 2006

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

All adults Parents

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

67% teachers 71% administrators

Working well/some changes

Q.6a


Grades For Nation’s Schools Grades For Nation’s Schools Remain At “C”Remain At “C”

A

B

C

D

F

GPA

2001

2%

18%

51%

16%

3%

2.0

2003

2%

29%

47%

13%

2%

2.2

2004

2%

20%

48%

14%

3%

2.0

2001

8%

35%

33%

13%

4%

2.3

- - - - - - All adults - - - - - - Parents

The Public’s Report CardThe Nation’s Schools

Spring 2006

2006

5%

26%

45%

14%

4%

2.1

2005

4%

27%

46%

12%

2%

2.2

2005

3%

23%

46%

15%

4%

2.1

2006

5%

26%

44%

15%

5%

2.1

Q.10a


Grades For Nation’s Schools Grades For Nation’s Schools Remain At “C”Remain At “C”

A

B

C

D

F

GPA

High schoolteachers

3%

34%

47%

9%

0%

2.3

Education Professionals’/Leaders’ Report CardThe Nation’s Schools

Spring 2006

Q.10a

High schooladministrators

3%

31%

53%

10%

0%

2.3

Collegefaculty

2%

18%

49%

23%

1%

1.9

Business/opinionleaders

1%

16%

56%

18%

1%

2.0


Grades For One’s Own Schools Grades For One’s Own Schools Better – Still Not GreatBetter – Still Not Great

Parents’/Students’ Report CardMy Children’s School/My High School

Spring 2006

A

B

C

D

F

GPA

2001

27%

38%

25%

6%

3%

2.8

2004

24%

43%

21%

7%

3%

2.8

2005

30%

42%

20%

5%

2%

2.9

2006

23%

43%

24%

5%

1%

2.9

- - - - - - - All K-12 parents - - - - - - - Public high schoolparents

18%

49%

23%

5%

3%

2.8

High school

students

19%

52%

20%

7%

2%

2.8

Q.7a,b/Q.9


Many Parents Believe They Have Many Parents Believe They Have Exercised Choice In SchoolsExercised Choice In Schools

33%

46%

21%

Public school parents

We moved to a different residence to

be in a different school district

We chose a residence based on the school

district it is in

We have not moved/ chosen residence

based on school district

62% have transferred a child out of one school into a better school, or have moved/chosen a residence based on school district.

54%

Q.5


16%23%

16%

16% 20%

17%

22%

9%

21%

10%20%

28%

Divided Views Of Divided Views Of No Child Left BehindNo Child Left Behind

All adults K-12 parents High schoolstudents

Business/opinion leaders

Don’t know enough to form an opinion/neutral/not sure

Very favorable Somewhat favorableVery unfavorable Somewhat unfavorable

Q.13

43% 41%44%

39%34%

38%

All adults 2005

45% favorable38% unfavorable

Parents 2005


58%

21%


7%

43%

5%4%

38%

5%3%

40%

9%

Views Of No Child Left BehindViews Of No Child Left BehindAmong Education ProfessionalsAmong Education Professionals

High school teachers

Collegefaculty

Q.13

23%

72%

17%

74%

HS teachers 2005


HS admin 2005


High school administrators

29%

66%

Don’t know enough to form an opinion/neutral/not sure

Very favorable Somewhat favorableVery unfavorable Somewhat unfavorable


11%

48%

37%

Few Believe High School Few Believe High School Students Are ChallengedStudents Are Challenged

Perceptions of academic expectations for students in public high schools in the nation as a whole

High expectations/students significantly

challenged

Moderate expectations/

students somewhat challenged

Low expectations/students not challenged

High expectations/students challenged

12% high school teachers

17% high school administrators

2% college faculty

8% business/opinion leaders

All adultsQ.12a


5%

7%

5%

7%

14%

Doing as much as possible (9-10 ratings) Doing quite a bit (7-8)

Public Thinks We All Could Do Public Thinks We All Could Do More For StudentsMore For Students

Teachers

People in the community

Students

Parents

Education policymakers,administrators,

public officials

All adults58% 6.7

33% 5.6

Ratings of selected groups’ efforts to help students get the most out of their school experience*

* Ratings on 10-point scale: 10 = put in as much effort as they can, 5 = put in only enough effort to get by, 1 = don’t put in much effort at all Q.11

31% 5.7

31% 5.5

31% 5.3

Averagerating


27%

5%

45%

9%

7%

Doing as much as possible (9-10 ratings) Doing quite a bit (7-8)

Each Group Rates Its Own EffortsEach Group Rates Its Own Efforts

Adults’ ratings of their community

K-12 parents’ ratingsof parents

HS teachers’ ratings of teachers

HS students’ ratings of students

HS administrators’ ratings of education

policymakers, adminis-trators, public officials

90%

Ratings of selected groups’ efforts to help students get the most out of their school experience*

* Ratings on 10-point scale: 10 = put in as much effort as they can, 5 = put in only enough effort to get by, 1 = don’t put in much effort at all Q.11

43%

75%

34%

33% 5.6

5.6

8.3

6.1

7.4

Averagerating


81%

13%

22%

However, Most Students Describe However, Most Students Describe Selves As Motivated/Hard-WorkingSelves As Motivated/Hard-Working

Feel motivated

and inspired to work hard in school

High school studentsQ.10b,c

Don’t feel motivated

Do you feel motivated/inspiredto work hard in school?

How much effort do you put into school work?

High school students

Great deal of effort(9-10)

Quite a bit of effort

(7-8)

(Ratings on 10-point scale)

Less effort(1-6)

78%


Raising StandardsRaising Standards



13%

15%

16%

21%

19%

21%

22%

31%

34%

35%

U.S. public high schools falling behind U.S. public high schools coming up short

Public Sees Room Public Sees Room For ImprovementFor Improvement

All adults

73%

71%

70%

63%

58%

57%

55%

49%

46%

44%

Support struggling students/ prevent dropouts

Enable students to compete globally for tech jobs

Engage bored students/prevent dropouts

Maintain high standards/challenge all students

Training/skills to enter workforce

Measure schools to ensure students learning

Teach basics: math, science, writing

Prepare students for college

Challenge/push best students

Choice of classes to meet individual needs Q.15


8%

6%

4%

6%

6%

9%

8%

16%

14%

21%

U.S. public high schools falling behind U.S. public high schools coming up short

Students See High SchoolsStudents See High SchoolsIn More Positive LightIn More Positive Light


53%

39%

38%

36%

25%

31%

17%

16%

19%

21%

Q.15

Support struggling students/ prevent dropouts

Enable students to compete globally for tech jobs

Engage bored students/prevent dropouts

Maintain high standards/challenge all students

Training/skills to enter workforce

Measure schools to ensure students learning

Teach basics: math, science, writing

Prepare students for college

Challenge/push best students

Choice of classes to meet individual needs


29%

20% 20%

32%

22%

16%

34%

26%

13%10%

22%

42%

Elementary schools Middle schools High schools

Reforming Elementary Schools Reforming Elementary Schools Is Highest Priority For MostIs Highest Priority For Most

When it comes to training our best students to complete globally, at which level would changes make the biggest difference?

All adults K-12 parents


Q.16a

High school parents


36%

20%18%

38%

26%

9%

35%

22%

12%

43%

24%

13%

Elementary schools Middle schools High schools

Reforming Elementary Schools Reforming Elementary Schools Is Highest Priority For MostIs Highest Priority For Most

When it comes to training our best students to complete globally, at which level would changes make the biggest difference ?

High schooladministrators

High schoolteachers

Collegefaculty


Q.16a


21%

53%

11%

All adults

2005: Focus On The Middle2005: Focus On The Middle

Most important and productive focus for improving high school education

The top: Challenge top students so those going on to college or high-skilled jobs are ready to compete in the global economy

The middle: Raise standards in high schools so a diploma means more and students are not getting passed through the system without the skills they need for college and work

The bottom: Support students who are struggling; make high schools relevant to all in order to reduce the number of students who drop out


2006: Students In The Middle 2006: Students In The Middle Should Be The Highest PriorityShould Be The Highest Priority

Gifted students who aren’t being challenged/

are not ready to compete globally

Students getting passed through the system

without the skills they need for college/work

Struggling students who drop out of high school

All adults

66%

Q.18

47%

63%

Proportions who regard selected problems with America’s high schools as the highest priority or a very big problem

14% highest priority




The Importance of The Importance of

Math and ScienceMath and Science



9%

13%

17%

17%

20%

40%

Math And Science Are Key To Math And Science Are Key To Continuing America’s SuccessContinuing America’s Success

Math, science, and technology skills

Reasoning and problem-solving

Writing and communicating effectively

Understanding other people’s history and culture

Creative thinking

Speaking and understanding foreign languages

Which one or two skills taught in high school will be most important to America’s ability to compete in the global economy?

All adults

Q.1c


55%

9%

53%

6%

Very important Fairly importantNot that important Just somewhat important

People Understand Importance People Understand Importance Of High School Math/ScienceOf High School Math/Science

All adults High schoolstudents Q.17a,b

71%

28%

How important is what you learned/are learning in high school math and science classes to your life after high school?

76%

24%


72%

3%

63%

4%

Very important Fairly importantNot that important Just somewhat important

Students Should Take Most Students Should Take Most Advanced Math/Science AvailableAdvanced Math/Science Available

All adults High schoolstudents Q.16c,d

84%

14%

How important is it for students to take the most advanced math and science classes they can each and every year of high school?

83%

15%


59%

54%

55%

53%

61%

62%

60%

I wish I had taken more challenging math andscience classes in high school

All Groups Wish They Had Taken All Groups Wish They Had Taken Tougher Math/ScienceTougher Math/Science

All adults

K-12 parents

High school parents

High school teachers

High school administrators

College faculty

Business/opinion leaders

Q.17c


7%

12%

13%

13%

15%

19%

25%

What Would Encourage You To What Would Encourage You To Take Harder Math/Science?Take Harder Math/Science?

More qualified/engaging HS math/science teachers

More qualified/engaging math/science teachers in

elementary/middle schoolBest jobs today require/

reward math/science skills

Requiring more high level math/science to graduate

Allowing advanced students to take college classes

Need these skills to be successful in career

Most recent grads wish they had taken more

math/science in high schoolQ.19a,b

One/two factors that would have persuaded me to take more challenging math/science classes in high school

All adultsHigh school

students

22%

12%

17%

12%

11%

24%

12%


Best Reasons: To Get Good Jobs Best Reasons: To Get Good Jobs In The Modern EconomyIn The Modern Economy

In today’s economy, jobs in technical fields are growing five times faster than others: if students don’t improve their skills in math and science, they may be first U.S. generation worse off than their parents

While U.S. students are learning how to use computers, their competition in China, Japan, and India are learning how to design computers: if U.S. students continue to fall behind, they will end up working for foreign companies instead of creating their own companies

American students are falling behind in critical fields such as math, science, and engineering: if this continues, we will lose out on high-skill jobs, will become dependent on innovation/workers in other countries, over time our economy will weaken

Taking advanced math and science helps students learn analytical thinking they will need to succeed in any career

Adults rating each as a very/fairly convincing reason to take most advanced math and science classes possible in high school*

* Ratings of 7 to 10 on 10-point scale: 10 = very convincing reason,

1 = not at all convincing reasonQ.21

76%

70%

68%

65%


52%

59%

62%

47%

30%

40%

45%

44%

Very convincing reason (9-10) Convincing reason (7-8)

Modern Jobs Strong Reason Modern Jobs Strong Reason For All GroupsFor All Groups

* Ratings on 10-point scale: 10 = very convincing reason, 1 = not at all convincing reasonQ.21

76%

74%

In today’s economy, jobs in technical fields are growing five times faster than others: if students don’t improve their skills in math and science, they may be first U.S. generation worse off than their parents

79%

81%

92%

92%

88%

All adults

K-12 parents

HS parents

HS students

HS teachers

HS administrators

College faculty


64%


Proposals for Proposals for

Reforming High SchoolsReforming High Schools



49%

50%

58%

66%

61%

69%

74%

All Proposals Receive SupportAll Proposals Receive Support

Increase parent involvement: appeals to limit TV/videos,

more discipline/love of learningEnsure teachers expert in

subject: more training/ certification test

Emphasize real-world learning: work study, community service,

vocational coursesOverhaul hiring: more teachers

with passion/talent; master teachers, mentors, rewards

More resources, smaller classes, raise expectations for students at risk of dropping out

More academically rigorous standards: focus on college prep, honors, AP/IB classes

Attract math/science teachers to most challenging school through financial incentives

93%

92%

92%

91%

88%

87%

All adults

Strongly favor Somewhat favor

Q.23

85%


42%

39%

43%

45%

46%

52%

All Proposals Receive SupportAll Proposals Receive Support

Statewide test on mastery of core subjects to graduate

Smaller class size especiallyK-6, expand after-school, even

if cost is thousands per pupilIncrease per-pupil spending in

low-income schools, even if takes $$ from richer schools

Federal funding for computers/ computer training, even if taxes

significantly raisedMore college courses/work

apprenticeships available in HS, even if fewer core classesDramatically increase teacher salaries to hire/retain qualified

teachers, even if taxes increase

81%

81%

77%

All adults


Q.23

77%

75%

73%


74%

Parental InvolvementParental Involvement

More parent involvement with children’s education:

appeal to them to limit TV/ video game time, instill

discipline and love of reading and learning

93%

All adults


Q.23

97% of high school teachers and 95% of high school administrators favor increased parental involvement. 93% of K-12 parents favor parents’ being more involved. Only 65% of high school students favor this.


42%

49%

66%

69%

Teacher QualityTeacher Quality

Ensure teachers expert in subject: more subject matter training, subject

certification test

Hire teachers of passion, talent, curiosity, who will

instill love of learning; master teacher ladder to

reward teaching as career

More students pursuing math/science by attracting

math and science teachers through financial incentives esp. to challenging schools

Dramatically increase salaries to hire/retain

qualified teachers, even if education costs/taxes substantially increase

92%

73%

All adults


85%

91%

77% of people who think schools need a complete overhaul strongly favor this proposal.

Q.23

90% of high school administrators and 85% of high school teachers favor this proposal.


39%

61%

Real-World LearningReal-World Learning

Greater emphasis on real-world learning by

allowing students to participate in work study, community service, and

vocational courses

92%

75%

All adults


More college courses/work apprenticeships available to high school students, even if it means students spend

less time learning core curriculum

Q.23

82% of high school students favor this approach.

64% of high school teachers favor this approach.


52%

50%

58%

Higher StandardsHigher Standards

88%

All adults


More resources, lower class size, raise expecta-

tions for students at risk of dropping out, to challenge

and inspire them

More academically rigorous standards for

high school, more emphasis on college prep,

honors, AP/IB courses

Ensure students master core subjects by requiring

them to pass statewide test before they can receive HS diploma

87%

81%

Q.23

93% of college faculty and 92% of business/opinion leaders favor this approach.

79% of students favor this approach.


43%

45%

46%

Improve/Modernize InfrastructureImprove/Modernize Infrastructure

81%

All adults


Lower number of students per teacher (especially in

elem. school), expand after-school programs,

even if this adds several thousand to per-pupil cost

Higher per-pupil spending in low-income areas for books, facilities, better

teachers, even if takes tax money from richer areas

Federal funds to modern-ize buildings, computers,

technical learning aids, train teachers/students, even if upgrades mean significant tax increase

77%

77%

Q.23

59% of Americans who want a complete overhaul of schools strongly favor this, while just 41% of those who think the schools are fine or need only some changes strongly favor it.

53% of Americans living in cities say they strongly favor this proposal, compared with 35% of suburbanites who say the same.


17%

6%

Status Quo Would Have Status Quo Would Have Negative Impact On AmericaNegative Impact On America

If 25 years from now high schools haven’t changed, what effect will this have on America’s ability to compete?

Won’t makea difference

Very negativeimpact48%

Somewhatnegativeimpact25%

73%

Positiveimpact

All adultsQ.25

85% of college faculty, 82% of business/opinion leaders believe status quo will have negative impact.


13%17%

Most Believe Negative Impact Most Believe Negative Impact Will Be Felt SoonWill Be Felt Soon

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

and strength of our economy: if so, how soon?

Negative impact, but more than

10 years from now

Within a year16%

64%

Won’t havenegative

impact

All adults

Q.24

Negative impact, within 10 years

3 to 5 years20%

5 to 10 years28%


ConclusionsConclusions Math and science are crucial

Americans view math and science as vital to our ability to maintain an edge in the global economy.

“Good Enough” is not good enough We view our public schools as somewhat better than average but do

not feel they are providing students with the skills necessary to compete for jobs in the expanding global economy.

The need for inspirational leadership The public is eager for someone to assume a leadership position and

ask all Americans – students, parents, teachers, administrators, employers, the entire community – to help transform our public schools.

A call to action Americans are calling for higher academic standards for schools and

teachers and more challenging experiences for students.

Copyright © 2006 Educational Testing Service

Keeping Our Edge:

HARTHARTRESEARCHRESEARCH

P e t e r DP e t e r D

AA SS SS OO TT EE SSCC II AA

&&THE WINSTON GROUPTHE WINSTON GROUP


Americans Speak On Education & Competitiveness

Keeping Our Edge:

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