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Of the Public's Attitudes Toward the Public Schools |
 Illustration © 2001 Joe Lee |
Introduction Attitudes Regarding the Public Schools Other Forms of Schooling Problems Facing the Public Schools Ability and Achievement Education and Minorities Standardized Testing and School Improvement The Politics of School Improvement Issues Related to School Improvement Schools and Firearms Research Procedure Sampling Tolerances Design of the Sample Composition of the Sample Conducting Your Own Poll How to Order the Poll For best results, please allow this file to load completely before scrolling or attempting to access links. |
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These high marks may explain why, when asked to choose between improving schools by reforming the existing system or by finding an alternative to that system, 72% of Americans choose reforming the existing system. This percentage, while up from 59% in the 2000 poll, is consistent with the 1999 and 1997 findings, in which 71% preferred to reform the existing system.
Poll findings confirm the decline in support for using public money to fund attendance at private or church-related schools. Thirty-four percent in this year's poll favor allowing families to choose to attend a private school at public expense, a drop of five percentage points since last year and 10 points from the 1997 and 1998 highs of 44%. In a companion question regarding allowing parents to choose a public, private, or church-related school to attend with the government paying all or part of the tuition, the percentage favoring that proposal stands at 44%, down one point from last year.
The public is relatively uninformed on charter schools. Last year's poll found that only about half of the respondents had heard or read about such schools. When given a brief description of a charter school, a small plurality expressed disapproval. This year's poll shows only limited change. The percentage of respondents who say they have heard or read about such schools is up from 49% to 55%.
While falling short of majority approval, home schooling continues to gain public support. Forty-one percent of respondents this year regard home schooling as a good thing, while 54% regard it as a bad thing. However, the 41% figure is up from 16% when the question was first asked in 1985.
The public is less willing to embrace cyberspace instruction. In a new question, 67% of respondents disapprove of allowing students to earn high school credits over the Internet without attending a regular school. Pressed further, half of the 30% who approve of this practice say they would be unwilling to have a child of theirs take most courses online at home instead of attending a regular school.
Public opposition to having a school board contract with local businesses or private companies to run the entire school operation is growing. The percentage opposing this practice stood at 59% in 1996 but has now risen to 72%.
Respondents to each poll are given the opportunity to identify the biggest problem facing schools in their respective communities. Topping the list this year are lack of school funding and lack of discipline, both mentioned by 15% of respondents. Fighting/violence/gangs and overcrowded schools tied for third, each mentioned by 10%.
Opinion is little changed on questions first asked in 1993 addressing issues of school quality and financing. Fifty-nine percent of respondents say that the quality of education in their states differs from district to district a great deal or quite a lot; 57% say that the funding level differs from district to district a great deal or quite a lot; and 68% say that the amount of money spent makes a great deal or quite a lot of difference in the quality of education that students receive.
That all students can learn at high levels is one of the mantras of school improvement efforts nationally. Last year's poll showed the public divided on this issue, with 55% saying that all students can learn at high levels and 43% believing that only some students have this ability. More surprising was the fact that 80% believed that most students achieve only a small part of their academic potential in school. Those results are confirmed this year, with 52% believing all students can learn at high levels and 46% believing only some can. Meanwhile, the percentage believing that students achieve only a small part of their potential remains essentially unchanged at 81%.
The President's possible impact on education becomes more significant when a new President is elected. Last year's respondents split almost equally on whether then-candidate George Bush or then-candidate Al Gore would do the most for education. This year's respondents, by 49% to 33%, express the view that President Bush will do a better job of school improvement than President Clinton did.
Continuing with the politics of education, respondents graded various government officials for the job done in the 1990s in bringing about school improvement. Forty-six percent of respondents gave their governors a grade of A or B, 40% gave President Clinton an A or a B, 39% gave their state legislatures an A or a B, and 30% gave Congress an A or a B.
Participants also rated three items in President Bush's education program. A split sample was used to test the effect of associating the President's name with the item on responses. With the President's name included, 55% support the increased use of standardized tests, 75% support holding the public schools accountable, and 77% support giving the states greater authority in deciding how federal funds should be used. With the President's name omitted, support for the first two programs increases to 63% and 81% respectively, but support for giving states more authority drops to 71%.
Respondents judged President Bush's plan to use tax money to pay faith-based organizations to conduct after-school programs designed to improve academic performance. Sixty-two percent favor this program, while 35% are opposed. Republicans and Democrats are in near agreement, with 62% of Republicans and 61% of Democrats approving.
The public remains somewhat divided regarding the emphasis placed on standardized testing and is even more divided regarding the use of such tests in assessing student achievement. When asked about the emphasis on standardized tests, the public splits, with 31% saying there is too much emphasis, 22% saying there is not enough emphasis, and 44% saying that the emphasis is just about right.
Turning to high-stakes testing, 53% favor the use of a single standardized test to determine promotion from grade to grade, while 45% are opposed. These figures change to 57% in favor and 42% opposed when the decision involves awarding a high school diploma. Support for these uses seems to run counter to the fact that 66% of the public believes that standardized tests should be used to guide instruction, while only 30% believe such tests should be used to measure student learning. The issue is further blurred by the fact that 65% believe student achievement should be measured by classroom work and homework, while only 31% would rely on testing.
A new question this year asked respondents about how to treat schools that do not show progress toward state standards. Sixty-five percent favor awarding more state and federal dollars to such schools, while only 32% favor withholding funds from those sources. Fifty-four percent favor not renewing the contract of the principal, while 49% favor not renewing the contracts of the teachers. And 51% favor giving parents in such a school vouchers to use at public or private schools of their choice.
One criticism of current school improvement efforts is the emphasis on the basic subjects. Therefore, this poll repeats a question first asked in 1979 and repeated in 1993. Fifty-four percent of this year's sample opt for a varied curriculum for high schools, while 44% choose an emphasis on basic courses. This is a change since 1979, when basic courses were preferred by a margin of 49% to 44%, and since 1993, when they were preferred by 51% to 48%.
In the late 1970s, this poll set out to determine the public's attitude regarding the education of minority children. In a finding almost unchanged since 1978, 79% of respondents to the 2001 poll believe that blacks and other minority children in the community have the same educational opportunities as white children. However, the percentage of nonwhites answering yes to this question (57%), while up 19 points since 1978, remains 26 points below the percentage for whites (83%).
New questions in this year's poll delve further into the education of minorities. Forty-eight percent believe that the achievement of white students exceeds that of black and Hispanic students. As to the cause of this achievement gap, 73% believe it is related to factors other than schooling, and 88% believe that closing this gap is either "very important" or "somewhat important."
While the public does not hold schools responsible for the achievement gap, 55% of respondents believe it is the public schools' responsibility to see that it is closed, while 45% assign this responsibility to government. Among the latter group, there is an almost even three-way split between those who would assign it to the federal government (34%), the state government (35%), or local government (29%).
Anticipated teacher retirements are expected to produce a serious teacher shortage in the coming years. Making it easier for teachers to transfer pension benefits and to receive salary credit when moving from state to state and raising teacher salaries are the two strategies that draw strongest support for dealing with this possible shortage. The percentages favoring these steps are 89% and 88% respectively. Options related to reducing requirements for teachers are soundly rejected: 82% oppose lowering state requirements for teacher training, and 67% oppose permitting persons with bachelor's degrees to become teachers without preparation in teacher education. Some 73% support the idea of forgivable federal loans for those who become teachers.
The final issue explored in the 2001 poll deals with firearms and firearm safety. The public splits on whether a mandatory course in firearm safety for those requesting gun permits would reduce the number of shooting deaths in the nation, with 48% saying yes, it would, and 50% saying no, it wouldn't. Fifty-five percent believe that the public high schools should offer such a course. On an issue being debated across the country, 73% oppose permitting public school security employees to bring their handguns onto school property.
Grading the Public Schools
Respondents traditionally assign low grades to the nation's schools and higher grades to the schools in their own communities. This year's poll is no exception. When respondents grade schools in their own community, the percentage awarding them A's and B's climbs to 51%, the highest in the poll's 33-year history. When grading the nation's schools, 23% award them an A or a B. The combined percentage of A's and B's for community schools goes to 62% for public school parents and to 68% when public school parents grade the school their oldest child attends. Regional differences find 56% of those in the East and 58% of those in the Midwest assigning an A or a B to community schools as compared to 46% in the South and 48% in the West.
The first question:
Students are often given the grades A, B, C, D, and FAIL to denote the quality of their work. Suppose the public schools themselves, in this community, were graded in the same way. What grade would you give the public schools here -- A, B, C, D, or FAIL?
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National Totals |
In School |
Parents |
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| A & B |
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| A |
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| B |
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| C |
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| D |
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| FAIL |
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| Don't know |
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The second question:
How about the public schools in the nation as a whole? What grade would you give the public schools nationally -- A, B, C, D, or FAIL?
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National Totals |
In School |
Parents |
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| A & B |
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| A |
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| B |
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| C |
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| D |
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| FAIL |
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| Don't know |
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The third question:
Using the A, B, C, D, FAIL scale again, what grade would you give the school your oldest child attends?
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Parents |
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| A & B |
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| A |
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| B |
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| C |
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| D |
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| FAIL |
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| Don't know |
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Seeking Improvement in Our Schools
Public support for improved schooling is generally accepted as fact, and this year's poll provides confirmation. Respondents this year were given the opportunity to choose between improvement through reforming the existing system or finding an alternative system. Seventy-two percent of respondents said they favor reform through the existing system. In a second question, respondents were asked to choose between improving the public schools and providing vouchers for parents to use to pay for private or church-related schools. This time, 71% favored improving the existing schools.
The first question:
In order to improve public education in America, some people think the focus should be on reforming the existing public school system. Others believe the focus should be on finding an alternative to the existing public school system. Which approach do you think is preferable -- reforming the existing public school system or finding an alternative to the existing public school system?
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Totals |
In School |
Parents |
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% |
% |
% |
% |
% |
% |
% |
% |
% |
% |
% |
% |
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| Reforming existing system |
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| Finding alternative system |
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| Don't know |
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The second question:
Which one of these two plans would you prefer -- improving and strengthening the existing public schools or providing vouchers for parents to use in selecting and paying for private and/or church-related schools?
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% |
In School % |
Parents % |
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| Improving and strengthening existing public schools |
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| Providing vouchers |
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| Neither (volunteered) |
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| Don't know |
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Choice and Private Schooling at Public Expense
For some years now the Phi Delta Kappa/Gallup polls have tracked the public's attitude toward giving parents and students the choice of attending private or church-related schools at public expense. Two questions are repeated each year, the first asking whether the respondent favors or opposes allowing students and parents to choose a private school to attend at public expense. The second includes public schools in the choice and refers to the government as the source of funds. Last year's report suggested that the use of public funds to finance private school choice had peaked and was on the decline. This year's results confirm that trend.
The proportion of respondents in favor of allowing students and parents to choose a private school to attend at public expense started at 24% in 1993, rose to 44% in 1997 and 1998, dropped to 39% in 2000, and is at 34% in 2001. Given the political significance of this issue, it is interesting that 44% of Republicans support this choice as compared to 29% of Democrats.
The decline in public support for government-financed choice is also evident. The percentage of respondents who oppose permitting choice between a public, private, or church-related school with the government paying all or part of the tuition increased from 52% in 2000 to 54% this year. It is significant that the choice here includes public schools.
The first question:
Do you favor or oppose allowing students and parents to choose a private school to attend at public expense?
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% |
% |
% |
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| Favor |
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| Oppose |
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| Don't know |
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The second question:
A proposal has been made that would allow parents to send their school-age children to any public, private, or church-related school they choose. For those parents choosing nonpublic schools, the government would pay all or part of the tuition. Would you favor or oppose this proposal in your state?
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% |
In School % |
Parents % |
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| Favor |
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| Oppose |
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| Don't know |
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% |
% |
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| Favor |
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| Oppose |
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| Don't know |
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Perhaps the most significant question related to choice involves the public's attitude toward accountability for private or church-related schools that accept government tuition payments. The public belief that such schools must be accountable is consistent and growing. The 82% responding "yes" in this year's poll is the highest percentage since the question was first asked in 1998.
The third question:
Do you think private or church-related schools that accept government tuition payments should be accountable to the state in the way public schools are accountable?
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Totals |
In School |
Parents |
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% |
% |
% |
% |
% |
% |
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% |
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% |
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| Yes, should |
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| No, should not |
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| Don't know |
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Charter Schools
There are currently more than 2,000 charter schools in the United States. They vary according to the state laws under which they are created and the specific desires of the organizers. Last year's poll found the public generally uninformed about such schools. That finding is confirmed this year.
The first question asks respondents if they have heard or read about charter schools. The 55% who say yes is up six points from last year. Some are better informed than others. Sixty-two percent of suburbanites are familiar with charter schools, as are 71% of those who have an income of more than $50,000 a year.
After being given a brief definition of charter schools, 47% of last year's respondents opposed the idea while 42% approved. This year, 49% oppose the idea, and 42% favor it. The philosophical difference between the political parties is again demonstrated on this issue, with 48% of Republicans expressing approval as compared to 40% of Democrats. Nonwhites and those between 18 and 29 years of age are more favorable than others in the sample toward charter schools, with 53% of each group expressing approval.
While public familiarity with charter schools may be lacking, 77% of Americans believe that such schools should be accountable to the state in the same way other public schools are accountable.
The first question:
Have you heard or read about so-called charter schools?
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Parents |
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% |
% |
% |
% |
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| Yes |
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| No |
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| Don't know |
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The second question:
As you may know, charter schools operate under a charter or contract that frees them from many of the state regulations imposed on public schools and permits them to operate independently. Do you favor or oppose the idea of charter schools?
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Parents |
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% |
% |
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| Favor |
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| Oppose |
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| Don't know |
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The third question:
Do you think that charter schools should be accountable to the state in the way regular public schools are accountable?
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Parents |
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% |
% |
% |
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| Should be accountable |
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| Should not |
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| Don't know |
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Home Schooling
In 1985 respondents were asked whether home schooling was a good or a bad thing for the nation. Only 16% said it was a good thing. That percentage has increased each subsequent time the question has been asked, rising to 28% in 1988, 36% in 1997, and 41% this year. This is another area that divides the political parties, with 47% of Republicans but only 34% of Democrats viewing home schooling as a good thing.
Probing deeper into the home schooling movement, two new questions were included in this year's poll, the first exploring home schooling's impact on the nation's academic standards and the second, its impact on good citizenship. The results show a divided public, with 50% believing home schooling does not contribute to raising academic standards and 43% believing it does. Meanwhile, 49% of respondents believe home schooling does not promote good citizenship, and 46% believe that it does.
Forty-eight percent of Republicans believe home schooling contributes to raising academic standards, and 53% believe it promotes good citizenship. On the other hand, just 36% of Democrats believe home schooling helps raise academic standards, and 39% believe it fosters good citizenship. A regional difference also surfaces, with 53% of those in the West believing home schooling promotes good citizenship as compared to 37% of those in the East.
The first question:
Recently, there has been a movement toward home schools -- that is, situations in which parents keep their children at home to teach the children themselves. Do you think that this movement is a good thing or a bad thing for the nation?
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Totals |
In School |
Parents |
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% |
% |
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% |
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| Good thing |
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| Bad thing |
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| Don't know |
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The second question:
Do you feel that home schooling contributes to raising the nation's academic standards or not?
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% |
In School % |
Parents % |
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| Yes, helps raise academic standards |
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| No, does not raise academic standards |
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| Don't know |
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The third question:
Do you feel that home schooling promotes good citizenship or not?
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% |
In School % |
Parents % |
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| Yes, promotes good citizenship |
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| No, does not promote good citizenship |
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| Don't know |
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Cyber Schooling
In an exciting new area, two questions deal with the public's attitudes toward students' earning high school credit online without attending a regular school. The public disapproves of this practice by 67% to 30%. Age is a factor here. While both those between 18 and 29 years of age and those age 65 and older disapprove of this practice, the percentage who disapprove in the younger group is 64% as compared to 79% in the older group. The difference between Republicans and Democrats also surfaces again, with 33% of the former approving of the practice as compared to 22% of the latter.
A follow-up question was asked of the 30% who approve of the practice: only half indicate a willingness to have a child of theirs go through high school taking most courses online over the Internet instead of attending a regular school. The interesting difference here is regional, with 59% of those in the West but only 36% of those in the East saying they are willing to have their own children take most high school courses online.
The first question:
There are increasing opportunities for students to earn high school credits online over the Internet without attending a regular school. Generally speaking, do you approve or disapprove of this practice?
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% |
In School % |
Parents % |
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| Approve |
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| Disapprove |
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| Don't know |
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The second question (asked of those who said they approve):
Would you be willing or not willing to have a child of yours go through high school taking most courses online over the Internet at home instead of attending a regular school?
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% |
In School % |
Parents % |
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| Willing |
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| Not willing |
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| Don't know |
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The Phi Delta Kappa/Gallup polls offer respondents the opportunity to identify the biggest problems facing local public schools. Last year the lack of financial support made its way to the top of the list. It remains there this year with 15% identifying it as the top problem -- the same percentage as identified discipline as the top problem. Fighting/violence/gangs and overcrowded schools were each mentioned by 10%. Use of drugs/dope, mentioned by 9%, completes the top five.
The question:
What do you think are the biggest problems with which the public schools of your community must deal?
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Totals |
In School |
Parents |
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'01 |
'00 |
'01 |
'00 |
'01 |
'00 |
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| Lack of financial support/funding/money |
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| Lack of discipline/more control |
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| Fighting/violence/gangs |
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| Overcrowded schools |
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| Use of drugs/dope |
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| Difficulty getting good teachers/quality teachers |
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Quality and Funding Issues
The Phi Delta Kappa/Gallup poll last explored the relationship between the quality of education and the level of school funding in 1993. Three questions asked in 1993 were repeated this year. The results can be summed up by saying that the public believes there are great variances in both the quality of education and the levels of funding and that the difference in funding contributes directly to the quality differences.
Regarding the difference in quality, 59% believe it varies from district to district either a great deal or quite a lot. Fifty-seven percent believe the same is true of funding. And 68% hold the view that the amount spent affects the quality of education a student receives either a great deal or quite a lot. These percentages have not changed significantly since 1993. Once again, the positions of Republicans and Democrats differ, with 64% of the former and 72% of the latter believing that money makes a great deal or quite a lot of difference.
The first question:
Just your impression, how much would you say the quality of the education provided by the public schools in your state differs from school district to school district -- a great deal, quite a lot, not too much, or not at all?
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Totals |
In School |
Parents |
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'01 |
'93 |
'01 |
'93 |
'01 |
'93 |
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| A great deal and quite a lot |
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| A great deal |
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| Quite a lot |
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| Not too much |
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| Not at all |
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| Don't know |
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The second question:
Again, just your impression, how much would you say the amount of money spent on the public schools in your state differs from school district to school district -- a great deal, quite a lot, not too much, or not at all?
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Totals |
In School |
Parents |
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'01 |
'93 |
'01 |
'93 |
'01 |
'93 |
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| A great deal and quite a lot |
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| A great deal |
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| Quite a lot |
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| Not too much |
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| Not at all |
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| Don't know |
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The third question:
In your opinion, how much does the amount of money spent on a public school student's education affect the quality of his or her education -- a great deal, quite a lot, not too much, or not at all?
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Totals |
In School |
Parents |
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'01 |
'93 |
'01 |
'93 |
'01 |
'93 |
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| A great deal and quite a lot |
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| A great deal |
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| Quite a lot |
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| Not too much |
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| Not at all |
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| Don't know |
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While the public is somewhat divided on whether all students can learn at a high level, it is solidly committed to the belief that most students realize only a small part of their academic potential. Two questions asked last year were repeated this year.
Fifty-two percent of respondents in this year's poll believe that all students can reach a high level of learning; 46% believe that only some have this ability. These percentages have changed little since last year. Age makes a difference, with 64% of those between the ages of 18 and 29 believing this year that all students can learn at a high level, compared to 35% of those 65 and older. The percentage believing that most students achieve only a small part of their academic potential remains virtually unchanged since last year at 81%.
As we noted last year, it is interesting that the public gives the schools such high marks while clinging to the view that a high percentage of students are underachieving. Two follow-up questions asked last year seem to hold the answer. A combined 70% said that either parents or students have the greatest effect on student achievement, and -- given a choice between parents or the school -- 60% said parents are the more important factor in determining whether students learn in school. These responses suggest that the public believes that parents and students share a great deal of the responsibility for student achievement.
The first question:
In your opinion, do all students have the ability to reach a high level of learning, or do only some have the ability to reach a high level of learning?
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Totals |
In School |
Parents |
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'01 |
'00 |
'01 |
'00 |
'01 |
'00 |
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| All have the ability to reach a high level of learning |
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|
|
|
|
| Only some have the ability |
|
|
|
|
|
|
| Don't know |
|
|
|
|
|
|
The second question:
Which more accurately reflects your own views of students' ability to achieve their academic potential in school? Do you think most students achieve their full academic potential in school, or do you think most students achieve only a small part of their academic potential in school?
|
Totals |
In School |
Parents |
||||
|
'01 |
'00 |
'01 |
'00 |
'01 |
'00 |
|
| Most students achieve their full potential |
|
|
|
|
|
|
| Most achieve only a small part of their potential |
|
|
|
|
|
|
| Don't know |
|
|
|
|
|
|
Relative Opportunity and Achievement Levels
Equal opportunity and equal achievement for minorities remain points of contention for the American public schools. In a repeat of a question first asked in 1978, 79% say the opportunities are the same. The 1978 figure was 80%. This question divides whites and nonwhites, with 83% of whites saying "the same" as compared to 57% of nonwhites. This large difference obscures the fact that the 57% for nonwhites is up 19 points since 1978. This is a question on which political affiliation comes into play. Although strong majorities in both parties hold the view that opportunities are the same, the figure for Republicans is 87%, and the figure for Democrats is 72%.
When asked to identify whether achievement is higher for whites or for blacks and Hispanics, 48% say the achievement of whites is higher, while just 5% say the achievement of whites is lower. This view is also held more strongly by nonwhites, with 61% identifying whites as higher achievers. When asked to account for the differences in achievement, 73% attribute it to factors other than schooling.
The first question:
In your opinion, do black children and other minorities in this community have the same educational opportunities as white children?
|
Totals |
In School |
Parents |
||||
|
'01 |
'78 |
'01 |
'78 |
'01 |
'78 |
|
| Yes, the same |
|
|
|
|
|
|
| No, not the same |
|
|
|
|
|
|
| Don't know |
|
|
|
|
|
|
The second question:
Just your impression, is the academic achievement of white students nationally higher, lower, or about the same as that of black and Hispanic students?
|
% |
In School % |
Parents % |
|
| Higher |
|
|
|
| Lower |
|
|
|
| About the same |
|
|
|
| Don't know |
|
|
|
The third question:
In your opinion, is the achievement gap between white students and black and Hispanic students mostly related to the quality of schooling received or mostly related to other factors?
|
% |
In School % |
Parents % |
|
| Related to the quality of schooling received |
|
|
|
| Related to other factors |
|
|
|
| Don't know |
|
|
|
The Achievement Gap
The achievement gap between white students and black and Hispanic students is not disputed in the education community. While research suggests that some progress has been made in closing the gap, much remains to be done. This year's poll seeks to determine the public's attitude regarding the responsibility for closing the gap.
The first question produces near consensus with 88% of respondents believing that closing the gap is either very important or somewhat important. Here too, the difference in political affiliation surfaces, with only 59% of Republicans but 74% of Democrats saying that closing the gap is very important.
The second, third, and fourth questions explore the responsibility for closing the gap. Despite the fact, as noted above, that the public attributes the gap to factors other than schooling, a majority (55%) of respondents believe that closing it is a school responsibility.
A slim majority (52%) of respondents say it is not the government's responsibility to close the gap, while 45% say that it is. Nonwhites (65%) and Democrats (53%) are most likely to assign this responsibility to government. When those believing that closing the achievement gap is a government responsibility are asked which level of government should be responsible, the split is almost even, with 34% selecting the federal government, 35% selecting the state government, and 29% selecting the local government.
The first question:
In your opinion, how important do you think it is to close the academic achievement gap between white students and black and Hispanic students -- very important, somewhat important, not too important, or not important at all?
|
% |
In School % |
Parents % |
|
| Very important |
|
|
|
| Somewhat important |
|
|
|
| Not too important |
|
|
|
| Not important at all |
|
|
|
| Don't know |
|
|
|
The second question:
In your opinion, is it the responsibility of the public schools to close the achievement gap between white students and black and Hispanic students or not?
|
% |
In School % |
Parents % |
|
| Yes, it is |
|
|
|
| No, it isn't |
|
|
|
| Don't know |
|
|
|
The third question:
In your opinion, is it the responsibility of the government to close the achievement gap between white students and black and Hispanic students or not?
|
% |
In School % |
Parents % |
|
| Yes, it is |
|
|
|
| No, it isn't |
|
|
|
| Don't know |
|
|
|
The fourth question (asked of those who see closing the gap as a responsibility of government):
Which level of government do you think should be responsible for closing the gap -- the federal, state, or local government?
|
% |
In School % |
Parents % |
|
| Federal government |
|
|
|
| State government |
|
|
|
| Local government |
|
|
|
| Don't know |
|
|
|
The increased use of standardized tests is one of the strategies in current school improvement efforts across the United States. The trend is becoming increasingly controversial as the tests are used for high-stakes decisions. The issue of testing was explored thoroughly in the poll last year and is revisited in this year's poll.
Last year's results indicated some resistance to the increased use of tests, with the percentage believing there was too much emphasis on testing increasing from 20% in 1997 to 30% and the percentage of those believing that there is not enough emphasis dropping from 28% in 1997 to 23%. The only significant change since last year is among nonwhites, where the percentage who believe that there is too much emphasis on testing has increased from 27% to 42%.
The question:
Now, here are some questions about testing. In your opinion, is there too much emphasis on achievement testing in the public schools in your community, not enough emphasis on testing, or about the right amount?
|
Totals |
Parents |
|||||
|
'01 |
'00 |
'01 |
'00 |
'01 |
'00 |
|
| Too much emphasis on testing |
|
|
|
|
|
|
| Not enough emphasis |
|
|
|
|
|
|
| Just the right amount of emphasis |
|
|
|
|
|
|
| Don't know |
|
|
|
|
|
|
Two new questions seek to determine the public's attitude toward the use of a single standardized test to determine grade-to-grade promotion and to decide whether a student should receive a high school diploma. Majorities of the public support each practice, with 53% favoring use of a test in grade-to-grade promotion and 57% in the decision to grant a diploma.
Differences are found among the groups. Forty-one percent of those between the ages of 18 and 29 support the use of a single test in promotion decisions, compared to 68% of those 65 and older. Showing consistency, 47% of those between the ages of 18 and 29 support the use of a single test in the decision to grant a diploma, compared to 69% of those 65 and older.
The first question:
Do you favor or oppose using a single standardized test in the public schools in your community to determine whether a student should be promoted from grade to grade?
|
% |
In School % |
Parents % |
|
| Favor |
|
|
|
| Oppose |
|
|
|
| Don't know |
|
|
|
The second question:
How about for a high school diploma? Do you favor or oppose using a single standardized test in the public schools in your community to determine whether a student should receive a high school diploma?
|
% |
In School % |
Parents % |
|
| Favor |
|
|
|
| Oppose |
|
|
|
| Don't know |
|
|
|
Opposition to using a single standardized test in making high-stakes decisions can probably be attributed to public beliefs about the way tests should be used and the way student achievement should be measured. Two questions asked for the first time last year and repeated this year explore those issues.
The first asks respondents to indicate whether tests should be used to determine how much students have learned or to determine the kind of instruction needed. In both 2000 and 2001, two-thirds of respondents indicated that tests should be used to drive instruction. This finding gives heart to those who believe that this is the basic purpose of testing. It offers less cheer to those who believe that tests should be used to support high-stakes decisions. Nonwhites (77%) and those between the ages of 18 and 29 (79%) believe even more strongly that test use should be related to instruction. Political affiliation again comes into play, with 40% of Republicans but only 25% of Democrats believing that tests should be used to judge student learning.
The second question asks respondents whether test scores or classroom work and homework are the best way to measure student achievement. Sixty-five percent come down solidly on the side of classroom work and homework. This percentage rises to 77% among those between the ages of 18 and 29. This is another finding that seems inconsistent with the current emphasis on testing.
The first question:
In your opinion, should the primary use of tests be to determine how much students have learned or to determine the kind of instruction they need in the future?
|
Totals |
In School |
Parents |
||||
|
'01 |
'00 |
'01 |
'00 |
'01 |
'00 |
|
| Determine how much students have learned |
|
|
|
|
|
|
| Determine the kind of instruction needed |
|
|
|
|
|
|
| Don't know |
|
|
|
|
|
|
The second question:
In your opinion, which is the best way to measure student academic achievement -- by means of test scores or by classroom work and homework?
|
Totals |
In School |
Parents |
||||
|
'01 |
'00 |
'01 |
'00 |
'01 |
'00 |
|
| Test scores |
|
|
|
|
|
|
| Classroom work and homework |
|
|
|
|
|
|
| Don't know |
|
|
|
|
|
|
The emerging emphasis on education as the number-one priority at both the federal and state levels brings increased attention to the public schools. Thus in this year's poll, the first since the 2000 election, we explore the politics of education. This year's effort began last year when respondents were asked to indicate which of the two candidates, Al Gore or George Bush, would do the most to strengthen the public schools. In a result as close as the election itself, Bush nipped Gore 38% to 37%.
This year's poll asks respondents to assign grades to various government officials based on their contributions to the school improvement effort in the 1990s. The state governors come out on top, with 46% receiving either an A or a B for their efforts. Former President Clinton comes in second with 40%, followed by the collective state legislatures with 39% and the U.S. Congress with 30%.
The first question:
As you may recall, by the early 1990s government officials at all levels had publicly committed themselves to improvement of the public schools by the year 2000. Thinking back to those government officials in office during the 1990s, what grade would you give each of the following for improving the public schools during that time -- A, B, C, D, or FAIL?
|
A & B % |
A % |
B % |
C % |
D % |
F % |
Know % |
|
| President Clinton |
|
|
|
|
|
|
|
| The U.S. Congress |
|
|
|
|
|
|
|
| Governor of your state |
|
|
|
|
|
|
|
| Your state legislature |
|
|
|
|
|
|
|
Respondents were then asked to indicate whether they think President Bush will do a better job or a worse job of school improvement than President Clinton did. Forty-nine percent expect Bush to do a better job, while 33% expect that he will do worse. Bush's margin comes not so much from Republicans as from the fact that 23% of those identifying themselves as Democrats believe that he will do better. The political realities are evident in some of the demographic differences: 54% of whites believe President Bush will do a better job, compared to 24% of nonwhites; 62% of those in the South expect President Bush to do better, compared to 33% of those in the East.
The second question:
Do you believe President Bush will do a better job of school improvement than President Clinton or a worse job?
|
% |
In School % |
Parents % |
|
| Better job |
|
|
|
| Worse job |
|
|
|
| Same/no difference |
|
|
|
| Don't know |
|
|
|
The next question focuses directly on three programs advocated by President Bush. A split sample was used, with the question for half of the respondents identifying the proposals as associated with President Bush and the question for the other half deleting that reference. There is majority support for each of the three proposals; however, support for the first two rises when the reference to the President is dropped, but support for giving states greater authority in funding decisions rises when the President's name is mentioned.
The third question (first version):
As I read off each of the following measures that would be part of President Bush's education program, would you tell me whether you would favor or oppose it?
|
% |
% |
% |
|
| Increased use of standardized tests for measuring student achievement |
|
|
|
| Holding the public schools accountable for how much students learn |
|
|
|
| Giving the states greater authority in deciding how federal funds should be used |
|
|
|
The third question (second version):
As I read off each of the following measures that would be part of a national education program, would you tell me whether you would favor or oppose it?
|
% |
% |
% |
|
| Increased use of standardized tests for measuring student achievement |
|
|
|
| Holding the public schools accountable for how much students learn |
|
|
|
| Giving the states greater authority in deciding how federal funds should be used |