By Lowell C. Rose and Alec M. Gallup
THE 36TH ANNUAL Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools continues the previous poll's focus on the No Child Left Behind (NCLB) Act because of that act's potential for improving student achievement and because of last year's finding that the strategies employed by NCLB at that time lacked the public support necessary to bring success. While some critics may question the appropriateness of the expanded federal presence in the area of K-12 education and others may believe that the federal mandate of NCLB is inadequately funded, this poll focuses on whether the public supports the strategies used in NCLB, strategies that are crucial to its primary goals of improving student achievement and simultaneously closing a minority achievement gap that has plagued our society for years. Without public support for these strategies, the goals of NCLB are not likely to be accomplished.
The public's attitudes toward the public schools shape the initiatives and strategies that can be brought to bear to improve those schools so that they can meet the changing needs of our society. As this poll has evolved over 35 years, its primary purpose has become that of tracing and interpreting the public's view of its schools. This, the 36th poll in the series, continues that effort. However, readers are encouraged to do their own take on the data, to measure the authors' interpretations of the data against their own, and to draw their own conclusions. If the information provided here advances the discussion of the issues, the poll's purpose will have been served.
The federal No Child Left Behind Act dominates the public education scene. It is inextricably linked to the effort to improve overall student achievement while simultaneously moving to close the achievement gap. Closely tied to this effort is the debate over the appropriate role of standardized testing. The poll addresses these issues against the background of the public's assessment of the public schools. It then turns to questions about the appropriate venue for pursuing change and how the public views selected proposals for change. Finally, the poll explores the public's opinion of the two political parties' relationship to public education and how that thinking is likely to affect the November election.
We begin this report with 16 conclusions that the authors believe capture the poll's most significant findings. Rationales are provided, and the tables containing the data on which the conclusions are based are referenced by number.
1. The trend line showing that the public in general gives reasonably high marks to the public schools continues. Those marks go higher when parents do the rating and even higher when parents rate the school their oldest child attends. This year 47% of all respondents give the schools in their community an A or a B; 61% of parents give the schools in their community an A or a B; and 70% of parents give the school attended by their oldest child an A or a B. (See Tables 1 and 3.)
2. It is important to distinguish between the schools in the community and the schools nationally, since the marks vary greatly. It is the latter schools that traditionally receive low grades. Schools nationally receive a total of 26% A's and B's in this year's poll. (See Table 2.) Respondents have no direct knowledge of these schools, and it would seem that public policy should be based on judgments of schools that are familiar to those doing the assessing.
3. Lack of financial support is now firmly established in the public's mind as the major problem facing the public schools. Issues related to discipline and drugs dominated the poll as the major concern until 2000, when lack of financial support rose to the top. In 2001, it was tied for first place; in each subsequent year it has stood alone at the top. Twenty-one percent in this year's poll mention finance as the number-one problem. (See Table 4.) No other problem exceeds 10%.
4. As it has indicated in every poll since 1999, the public expects change in the public schools to come through reforming the existing system, not through seeking an alternative. Given the choice of reforming the existing system or finding an alternative system, 66% choose reform of the existing system while 26% point to seeking an alternative. (See Table 5.)
5. The public lacks the information it believes it would need to form an opinion about NCLB.
6. The public disagrees with the major strategies NCLB uses to determine whether a school is or is not in need of improvement. Unless these strategies are modified, there is little reason to change last year's conclusion that greater familiarity with NCLB is unlikely to bring approval.
7. At this time the public does not support the separate reporting of test data mandated by NCLB and does not support the inclusion of special education students on the same basis as all other students. Fifty-two percent of respondents oppose separating test scores by race and ethnicity, disabled status, English-speaking ability, and poverty level; 61% oppose requiring special education students to meet the same standards as other students; 57% oppose including special education scores in determining whether a school is in need of improvement; and 56% oppose designating a school as in need of improvement based on special education scores alone. (See Tables 14-17.)
8. There is still time to make the changes that must be made in NCLB if it is to improve student achievement while contributing to closing the achievement gap. Despite the problems NCLB has encountered, 56% of respondents believe the goal of having a highly qualified teacher in every classroom by the end of 2005-06 is likely to be met, and 51% believe the act will improve student achievement in their local schools. (See Tables 18 and 19.)
9. Despite the controversy that has accompanied the increasing use of standardized tests for high-stakes purposes, there is majority support for at least the current level of testing. Forty percent say there is about the right amount of emphasis on standardized tests, 32% say there is too much emphasis, and 22% say there is too little emphasis. The percentage saying there is too much emphasis is up 12% since 1997. (See Table 20.)
10. The public is divided regarding the use of standardized tests for high-stakes purposes. This poll queried respondents about the use of standardized tests for deciding whether to grant a high school diploma and for judging the quality of teachers and principals.
11. The public believes strongly that the achievement gaps that separate white students from black and other minority students must be closed. Though respondents do not attribute the gap to schools, they believe the schools must close it. Eighty-eight percent say that it is important that the achievement gap be closed. Although 74% attribute the gap to factors other than schooling, 56% say it is the responsibility of the schools to close it. (See Tables 24-26.)
12. The public gives strong support to a variety of measures mentioned as possibilities for closing the gap. Six strategies that are among those frequently mentioned as possibilities for closing the gap all draw strong support. Strategies supported by more than 90% of respondents include encouraging more parent involvement, providing more instructional time for low-performing students, and strengthening remedial programs for low-performing students. (See Table 27.)
13. The idea of allowing parents to choose a private school for their child to attend at public expense continues to lack majority support. Fifty-four percent of respondents oppose this choice option, as compared to 42% who favor it. (See Table 30.) The other choice-related questions suggest that religious reasons would be the major factor in causing people to use a voucher to attend a nonpublic school. This conclusion applies whether the voucher covers all or half of the tuition. (See Tables 31 and 32.)
14. The public supports adding rigor to the high school curriculum and supports mandatory attendance until age 18. Seventy-eight percent of respondents favor requiring students to complete four years of English, math, and science in order to receive a diploma, and 66% would increase the mandatory attendance age to 18. (See Tables 34 and 35.)
15. While a plurality of respondents believe the Democratic Party is more interested in improving public education, the Republican Party continues to narrow the gap. Forty-two percent of respondents identify the Democratic Party as more interested in education, while 35% identify the Republican Party. The gap narrowed by 5 percentage points from 1996 to 2000 and by 5 percentage points from 2000 to 2004. (See Table 38.)
16. A dead heat results when respondents are asked which of the Presidential candidates they would support if they were voting solely on education issues. John Kerry and George Bush each draw support from 41% of respondents. (See Table 39.)
Assessment,
Problems, and Change
Tables 1, 2, and 3 report the trend questions used to track the public's assessment of the public schools. Adding this year's 33% of respondents who give the schools a C to the 47% who give the schools an A or a B brings the total to 80%. For public school parents, the percentage who assign the top three grades is 85%.
| National Totals |
No Children In School |
Public School Parents |
||||
| '04 % |
'03 % |
'04 % |
'03 % |
'04 % |
'03 % |
|
| A & B | 47 | 48 | 42 | 45 | 61 | 55 |
| A | 13 | 11 | 11 | 8 | 17 | 17 |
| B | 34 | 37 | 31 | 37 | 44 | 38 |
| C | 33 | 31 | 37 | 30 | 24 | 31 |
| D | 10 | 10 | 9 | 10 | 10 | 10 |
| FAIL | 4 | 5 | 3 | 7 | 5 | 3 |
| Don't know | 6 | 6 | 9 | 8 | * | 1 |
| *Less than one-half of 1%. | ||||||
| TABLE 2. 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? |
| National Totals |
No Children In School |
Public School Parents |
||||
| '04 % |
'03 % |
'04 % |
'03 % |
'04 % |
'03 % |
|
| A & B | 26 | 26 | 28 | 26 | 22 | 26 |
| A | 2 | 2 | 2 | 1 | 3 | 5 |
| B | 24 | 24 | 26 | 25 | 19 | 21 |
| C | 45 | 52 | 45 | 52 | 44 | 49 |
| D | 13 | 12 | 13 | 11 | 13 | 13 |
| FAIL | 4 | 3 | 3 | 4 | 6 | 2 |
| Don't know | 12 | 7 | 11 | 7 | 15 | 10 |
| TABLE 3. Using the A, B, C, D, FAIL scale again, what grade would you give the school your oldest child attends? |
| Public School Parents |
||
| '04 % |
'03 % |
|
| A & B | 70 | 68 |
| A | 24 | 29 |
| B | 46 | 39 |
| C | 16 | 20 |
| D | 8 | 8 |
| FAIL | 4 | 4 |
| Don't know | 2 | * |
| * Less than one-half of 1%. | ||
Table 4 provides responses to an open-ended question for which the public initiates the answers. The question is also the only one to have appeared in all 35 previous polls. The major problem has varied with the times and has included discipline, use of drugs, lack of financial support, and gangs and violence. For the moment, the public is firmly settled on lack of financial support as the biggest problem.
| TABLE 4. What do you think are the biggest problems the public schools of your community must deal with? |
|
Totals |
In School |
Parents |
|||||||||
| '04 % |
'03 % |
% |
'04 % |
'03 % |
% |
'04 % |
'03 % |
% |
|||
| Lack
of financial support/ funding/money |
21 | 25 |
|
22 | 26 |
|
20 | 24 |
|
||
| Lack
of discipline, more control |
10 | 16 |
|
10 | 17 |
|
8 | 13 |
|
||
| Overcrowded schools | 10 | 14 |
|
9 | 12 |
|
13 | 16 |
|
||
| Use of drugs/dope | 7 | 9 |
|
7 | 10 |
|
7 | 7 |
|
||
| Fighting/violence/gangs | 6 | 4 |
|
6 | 3 |
|
6 | 5 |
|
||
The Means of Improving Public Education
Starting in 2000, the poll began to ask the public how it expected improvement in schooling to come about. The choices offered were reforming the existing system or finding an alternative system. The public has consistently opted for improving the existing system.
|
Totals |
In School |
Parents |
|||||||||||||||
| '04 % |
'03 % |
% |
% |
% |
'04 % |
'03 % |
% |
% |
% |
'04 % |
'03 % |
% |
% |
% |
|||
| Reforming existing system | 66 | 73 |
|
|
|
63 | 73 |
|
|
|
72 | 73 |
|
|
|
||
| Finding alternative system | 26 | 25 |
|
|
|
28 | 24 |
|
|
|
21 | 25 |
|
|
|
||
| Don't know | 8 | 2 |
|
|
|
9 | 3 |
|
|
|
7 | 2 |
|
|
|
||
More than two years after the passage of NCLB and despite the publicity it has received, the public continues to regard itself as insufficiently informed to comment on the law. The data in Table 6 indicate that public school parents have gained the most knowledge in the past year: the percentage saying they know very little or nothing at all about NCLB has dropped from 78% to 62%. Table 7, which reports on attitudes toward NCLB, summarizes separately the results for those saying they know "a great deal" or "a fair amount" about the law and those saying they know "very little" or "nothing at all" about it. In the groups claiming knowledge, a greater number of respondents indicate a favorable attitude toward NCLB, while a somewhat smaller number indicate an unfavorable attitude. The division between favorable and unfavorable opinions is smaller among those saying they know "very little" or "nothing at all." Note, however, that a large percentage of those in this group do not feel they know enough to express an opinion.
| National Totals |
No Children In School |
Public School Parents |
||||
| '04 % |
'03 % |
'04 % |
'03 % |
'04 % |
'03 % |
|
| Great deal + fair amount | 31 | 24 | 28 | 25 | 37 | 22 |
| A great deal | 7 | 6 | 6 | 5 | 8 | 7 |
| A fair amount | 24 | 18 | 22 | 20 | 29 | 15 |
| Very little | 40 | 40 | 41 | 37 | 38 | 44 |
| Nothing at all | 28 | 36 | 30 | 38 | 24 | 34 |
| Don't know | 1 | * | 1 | * | 1 | * |
| Very little + nothing at all | 68 | 76 | 71 | 75 | 62 | 78 |
| * Less than one-half of 1%. | ||||||
| National Totals |
Knowing Great Deal |
Knowing Fair Amount |
Knowing Very Little |
Knowing Nothing at All |
||
| '04 % |
'03 % |
'04 % |
'04 % |
'04 % |
'04 % |
|
| Very favorable + somewhat favorable |
24 | 18 | 50 | 47 | 19 | 5 |
| Very favorable | 7 | 5 | 27 | 9 | 5 | 2 |
| Somewhat favorable | 17 | 13 | 23 | 38 | 14 | 3 |
| Somewhat unfavorable | 12 | 7 | 10 | 26 | 11 | 1 |
| Very unfavorable | 8 | 6 | 31 | 11 | 6 | 3 |
| Don't
know enough to say |
55 | 69 | 8 | 14 | 64 | 89 |
| Don't know | 1 | * | 1 | 2 | * | 2 |
| Somewhat
unfavorable + very unfavorable |
20 | 13 | 41 | 37 | 17 | 4 |
| * Less than one-half of 1%. | ||||||
Tables 8 through 13 focus on specific NCLB strategies, some of which are used to determine if a school is in need of improvement and others that come into play after such a determination has been made. In Table 8 respondents reject the use of a single statewide test for determining a school's status. In Table 9 they reject basing that decision on English and math only. In Table 10 they reject using a single test as the basis for judging student proficiency in English and math. Table 11 data reflect the public's concern over the negative impact the emphasis on English and math will have on other subjects. The data in Table 12 show that parents prefer helping students in the school over allowing students to transfer out. Table 13 indicates that parents prefer tutoring by teachers in their child's school over tutoring by an outside agency. And those claiming knowledge of NCLB are as critical of its strategies as those claiming little knowledge and in some cases more critical.
|
Totals |
In School |
Parents |
|
|
|||||||
| '04 % |
'03 % |
'04 % |
'03 % |
% |
'03 % |
% |
% |
||||
| Yes | 31 | 32 | 33 | 32 |
|
31 |
|
|
|||
| No | 67 | 66 | 64 | 67 |
|
66 |
|
|
|||
| Don't know |
|
|
|
|
|
|
|
|
|||
|
Totals |
In School |
Parents |
|
|
|||||||
| '04 % |
'03 % |
'04 % |
'03 % |
% |
'03 % |
% |
% |
||||
| Test
covering only English and math would provide a fair picture of whether a school is in need of improvement |
16 | 15 | 15 | 14 |
|
18 |
|
|
|||
| Test should be based on other subjects also | 83 | 83 | 84 | 84 |
|
81 |
|
|
|||
| Don't know | 1 | 2 | 1 | 2 |
|
1 |
|
|
|||
| TABLE 10. In your opinion, is it possible or not possible to accurately judge a student's proficiency in English and math on the basis of a single test? |
|
Totals |
In School |
Parents |
|
|
|||||||
| '04 % |
'03 % |
'04 % |
'03 % |
% |
'03 % |
% |
% |
||||
| Yes, possible | 25 | 26 | 26 | 27 |
|
22 |
|
|
|||
| No, not possible | 73 | 72 | 72 | 71 |
|
77 |
|
|
|||
| Don't know |
|
|
|
|
|
|
|
|
|||
|
Totals |
In School |
Parents |
|
|
|||||||
| '04 % |
'03 % |
'04 % |
'03 % |
% |
'03 % |
|
% |
% |
|||
| A great deal plus a fair amount | 81 | 80 | 81 | 80 |
|
82 |
|
|
|
||
| A great deal | 37 | 40 | 35 | 38 |
|
45 |
|
|
|
||
| A fair amount |
|
|
|
|
|
|
|
|
|||
|
Not much |
13 | 14 | 13 | 13 |
|
11 | 15 |
|
10 | 14 | |
|
Not at all |
4 | 6 |
|
4 | 7 | 3 | 3 |
|
4 | 5 | |
|
Don't know |
2 | * | 2 | * | 1 | * |
|
2 | 0 | ||
| * Less than one-half of 1%. | |||||||||||
|
|
Totals |
In School |
Parents |
|
|
||||||
|
|
'04 % |
'03 % |
'04 % |
'03 % |
% |
'03 % |
|
% |
% |
||
| To transfer child to school identified as not in need of improvement | 16 | 25 | 16 | 24 |
|
25 |
|
|
|
||
| To have additional efforts made in child's present school | 80 | 74 | 79 | 75 |
|
74 |
|
|
|
||
|
Don't know |
4 | 1 | 5 | 1 | 1 | 1 | 1 | 5 | |||
|
|
Totals |
In School |
Parents |
|
|
||||||
|
|
'04 % |
'03 % |
'04 % |
'03 % |
% |
'03 % |
|
% |
% |
||
| Tutoring provided by teachers in child's school | 55 | 52 | 53 | 52 |
|
54 |
|
|
|
||
| Tutoring provided by outside agency | 40 | 45 | 42 | 46 |
|
42 |
|
|
|
||
|
Don't know |
5 | 3 | 5 | 2 | 6 | 4 | 6 | 5 | |||
Reaction to NCLB's Separate Reporting of Data
The findings in Table 14 are the most surprising and should be of most concern for the supporters of NCLB. The separate reporting of test data would appear to have brought much-needed attention to the existing achievement gap. Nonetheless, Table 14 data indicate that a divided public rejects this strategy. The data in Tables 15 through 17 may be part of the problem, since they indicate that the public rejects holding special education students to the same grade-level standards as other students, rejects their inclusion in the base for determining if a school is in need of improvement, and rejects deciding a school's status on the basis of special education students' performance alone. This issue may prove difficult to resolve, since many in the special education community believe special education students should be included and judged according to the same standards as all other students.
|
|
National Totals % |
% |
% |
Knowing Great Deal/Fair Amount % |
Knowing Very Little/Nothing at All % |
| Favor | 42 | 41 | 45 | 47 | 41 |
| Oppose | 52 | 53 | 53 | 51 | 53 |
| Don't know | 6 | 6 | 2 | 2 | 6 |
| TABLE 15. In your opinion, should students enrolled in special education be required to meet the same standards as all other students in the school? |
|
|
National Totals |
No Children In School |
Public School Parents |
|||
| '04 % |
'03 % |
'04 % |
'03 % |
'04 % |
'03 % |
|
| Yes, should | 36 | 31 | 37 | 31 | 35 | 31 |
| No, should not | 61 | 67 | 59 | 66 | 63 | 68 |
| Don't know | 3 | 2 | 4 | 3 | 2 | 1 |
|
|
National Totals % |
No
Children In School % |
Public
School Parents % |
| Yes, should | 39 | 40 | 40 |
| No, should not | 57 | 56 | 57 |
| Don't know | 4 | 4 | 3 |
| TABLE 17. In your opinion, should a school be designated in need of improvement if the special education students are the only group in that school that fails to make state goals or not? |
|
|
National Totals % |
No
Children In School % |
Public
School Parents % |
| Yes, should | 39 | 40 | 39 |
| No, should not | 56 | 54 | 58 |
| Don't know | 5 | 6 | 3 |
The findings in Table 18 indicate that a majority of respondents believe that the NCLB goal of having a highly qualified teacher in every classroom by the end of the 2005-06 school year is likely to be achieved. The findings in Table 19 show that 51% believe NCLB is likely to improve achievement in schools in the community, while 32% believe it will not. Given the fact that so many have not made up their minds about NCLB, these findings suggest that there is still time to deal with the strategy issues that appear, at this time, to be hampering NCLB.
| National Totals % |
% |
% |
Knowing Great Deal/Fair Amount % |
Knowing Very Little/Nothing at All % |
|
| Very likely | 19 | 17 | 24 | 26 | 17 |
| Somewhat likely | 37 | 36 | 41 | 37 | 37 |
| Not very likely | 31 | 33 | 25 | 25 | 34 |
| Not at all likely |
|
|
|
|
|
| Don't know |
|
|
|
|
|
| * Less than one-half of 1%. | |||||
| TABLE 19. From what you have seen or heard about the No Child Left Behind Act, how much do you think it will help to improve student achievement in the public schools in your community? |
|
|
National Totals % |
% |
% |
Knowing Great Deal/Fair Amount % |
Knowing Very Little/Nothing at All % |
| Great deal + fair amount | 51 | 49 | 57 | 53 | 51 |
| A great deal | 21 | 19 | 25 | 20 | 21 |
| A fair amount | 30 | 30 | 32 | 33 | 30 |
| Not very much |
|
|
|
|
|
| Not at all |
|
|
|
|
|
| Don't know |
|
|
|
|
|
| Not very much + not at all |
|
|
|
|
|
Appropriate Uses of Standardized Tests
Standardized tests have become a flash point as they are used more frequently to support high-stakes decisions related to efforts to improve achievement and close the achievement gap. The data in Table 20 indicate that, while a good majority continue to believe that the amount of testing is about right or not enough, the percentage saying "too much" has gone up 12% since 1997. Tables 21 through 23 may help to explain this since they show a public that is divided regarding the use of standardized tests to make high-stakes decisions related to graduation and the quality of educators.
|
|
Totals |
In School |
Parents |
||||||||||||||
| '04 % |
'02 % |
% |
'00 % |
'97 % |
'04 % |
'02 % |
% |
'00 % |
'97 % |
'04 % |
'02 % |
% |
'00 % |
'97 % |
|||
| Too much | 32 | 31 |
|
30 | 20 | 30 | 30 |
|
28 | 20 | 36 | 32 |
|
34 | 19 | ||
| Not enough | 22 | 19 |
|
23 | 28 | 23 | 20 |
|
26 | 28 | 20 | 14 |
|
19 | 26 | ||
| About the right amount | 40 | 47 |
|
43 | 48 | 40 | 46 |
|
41 | 46 | 43 | 54 |
|
46 | 54 | ||
| Don't know | 6 | 3 |
|
4 | 4 | 7 | 4 |
|
5 | 6 | 1 | * |
|
1 | 1 | ||
| * Less than one-half of 1%. | |||||||||||||||||
| TABLE 21. 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? |
|
|
National Totals % |
No
Children In School % |
Public
School Parents % |
| Favor | 51 | 50 | 52 |
| Oppose | 47 | 47 | 45 |
| Don't know | 2 | 3 | 3 |
| TABLE 22. In your opinion, should one of the measurements of a teacher's ability be based on how well his or her students perform on standardized tests or not? |
|
|
National Totals % |
No
Children In School % |
Public
School Parents % |
| Yes, should | 49 | 50 | 49 |
| No, should not | 47 | 45 | 49 |
| Don't know | 4 | 5 | 2 |
|
|
National Totals % |
No
Children In School % |
Public
School Parents % |
| Yes, should | 47 | 47 | 48 |
| No, should not | 50 | 50 | 51 |
| Don't know | 3 | 3 | 1 |
The data in Table 24 indicate that the public has consistently given high priority to closing the achievement gap between white students and minority students. The public is equally consistent, as indicated in Table 25, in its belief that the gap results from factors other than schooling. In last year's poll, respondents indicated that the three most important factors in creating the gap were lack of parent involvement, home life and upbringing, and lack of interest on the part of the students themselves. Although the public does not believe that the gap is related to schooling, the data in Table 26 indicate that the public believes the schools must close it. The data in Table 27 reflect strong public support for six strategies for closing the gap. A 1978 question found 80% expressing the view that educational opportunities for whites and minorities were the same. The data in Table 28 indicate that this view is unchanged. The data in Table 29 suggest that the public places the responsibility for how well students learn primarily on parents. This view is in line with last year's finding that a lack of parent involvement is crucial to creating the gap.
|
|
Totals |
In School |
Parents |
|||||||||||
|
|
'04 % |
'03 % |
% |
'01 % |
'04 % |
'03 % |
% |
'01 % |
'04 % |
'03 % |
% |
'01 % |
||
| Very plus somewhat important | 88 | 90 |
|
88 | 89 | 91 |
|
89 | 89 | 88 |
|
87 | ||
| Very important | 64 | 71 |
|
66 | 65 | 70 |
|
66 | 63 | 73 |
|
67 | ||
| Somewhat important | 24 | 19 |
|
22 | 24 | 21 |
|
23 | 26 | 15 |
|
20 | ||
| Not too important | 5 | 5 |
|
5 | 4 | 5 |
|
5 | 3 | 4 |
|
5 | ||
|
Not at all important |
5 | 4 | 3 | 5 | 5 | 3 | 4 | 4 | 7 | 7 | 1 | 6 | ||
|
Don't know |
2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | ||
| TABLE 25. 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? |
|
Totals |
In School |
Parents |
||||||||||||
| '04 % |
'03 % |
% |
'01 % |
'04 % |
'03 % |
% |
'01 % |
'04 % |
'03 % |
% |
'01 % |
|||
| Mostly related to quality of schooling received | 19 | 16 |
|
21 | 19 | 15 |
|
20 | 20 | 18 |
|
22 | ||
| Mostly related to other factors | 74 | 80 |
|
73 | 73 | 80 |
|
72 | 76 | 80 |
|
74 | ||
| Don't know | 7 | 4 |
|
6 | 8 | 5 |
|
8 | 4 | 2 |
|
4 | ||
| TABLE 26. 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? |
| National Totals |
No Children In School |
Public School Parents |
||||
| '04 % |
'01 % |
'04 % |
'01 % |
'04 % |
'01 % |
|
| Yes, it is | 56 | 55 | 56 | 56 | 56 | 53 |
| No, it is not | 40 | 41 | 39 | 39 | 41 | 45 |
| Don't know | 4 | 4 | 5 | 5 | 3 | 2 |
| Favor % |
Oppose % |
Don't Know % |
|
| Encourage more parent involvement | 97 | 2 | 1 |
| Provide more instructional time for low-performing students | 94 | 5 | 1 |
| Strengthen remedial programs for low-performing students | 92 | 6 | 2 |
| Provide free breakfast and free lunch programs as needed | 84 | 15 | 1 |
| Provide state-funded preschool programs | 80 | 18 | 2 |
| Provide in-school health clinics | 76 | 21 | 3 |
| TABLE 28. In your opinion, do black children and other minority children in your community have the same educational opportunities as white children? |
|
Totals |
In School |
Parents |
|||||||||
| '04 % |
'01 % |
% |
'04 % |
'01 % |
% |
'04 % |
'01 % |
% |
|||
| Yes, the same | 78 | 79 |
|
76 | 78 |
|
82 | 80 |
|
||
| No, not the same | 20 | 18 |
|
22 | 17 |
|
16 | 18 |
|
||
| Don't know | 2 | 3 |
|
2 | 5 |
|
2 | 2 |
|
||
| TABLE 29. In your opinion, who is most important in determining how well or how poorly students perform in school -- the students themselves, the students' teachers, or the students' parents? |
| National Totals % |
No Children In School % |
Public School Parents % |
|
| Students themselves | 22 | 23 | 21 |
| Students' teachers | 30 | 31 | 29 |
| Students' parents | 45 | 42 | 48 |
| Don't know | 3 | 4 | 2 |
We have already noted that the public expects improvement in the
public schools to come through reforming the existing public school
system. That does not preclude the consideration of alternatives
such as vouchers. The following tables provide an update regarding
public opinion on vouchers and other proposals for change.
Support for vouchers ranged from 41% to 44% in the late 1990s but dropped to 39% in 2000 and 34% in 2001. Fluctuations in support are now the norm, with a jump of 12% between 2001 and 2002, followed by a decline of 8% in 2003 and an increase of 4% this year.
| TABLE 30. Do you favor or oppose allowing students and parents to choose a private school to attend at public expense? |
|
|
||||||||
| '04 % |
'03 % |
% |
'01 % |
'00 % |
'99 % |
% |
'97 % |
|
| Favor | 42 | 38 |
|
34 | 39 | 41 |
|
44 |
| Oppose | 54 | 60 |
|
62 | 56 | 55 |
|
52 |
| Don't know | 4 | 2 |
|
4 | 5 | 4 |
|
4 |
| National Totals |
No Children In School |
Public School Parents |
||||
| '04 % |
'03 % |
'04 % |
'03 % |
'04 % |
'03 % |
|
| A public school | 37 | 35 | 38 | 35 | 38 | 39 |
| A
church- related private school |
36 | 38 | 33 | 37 | 40 | 38 |
| A
non-church- related private school |
20 | 24 | 22 | 25 | 17 | 21 |
| Don't know | 7 | 3 | 7 | 3 | 5 | 2 |
| TABLE 32. What if the voucher covered only half of the tuition, which do you think you would choose? |
| National Totals |
No Children In School |
Public School Parents |
||||
| '04 % |
'03 % |
'04 % |
'03 % |
'04 % |
'03 % |
|
| A public school | 46 | 47 | 46 | 45 | 50 | 55 |
| A church-related private school | 32 | 34 | 29 | 34 | 34 | 29 |
| A non-church-related private school | 16 | 17 | 18 | 19 | 11 | 15 |
| Don't know | 6 | 2 | 7 | 2 | 5 | 1 |
The next four tables report public opinion on a variety of suggestions for change that have surfaced at the state level this year. The data in Table 33 show that the public believes that an increased emphasis on English, math, and science will benefit a great many students. The data in Table 34 document strong support for requiring students to complete four years of English, math, and science in order to graduate from high school. The data in Table 35 show strong support for increasing the mandatory attendance age to 18. As reported in Table 36, the idea of eliminating the senior year of high school is soundly rejected. (This idea surfaced in a state facing a financial crisis.) Finally, Table 37 reports respondents' views on criteria that might be used to determine whether teachers should receive extra pay.
| National Totals % |
No Children In School % |
Public School Parents % |
|
| All | 29 | 28 | 29 |
| Most | 32 | 30 | 37 |
| Some | 28 | 30 | 25 |
| Only a few | 9 | 10 | 6 |
| Don't know | 2 | 2 | 3 |
| National Totals % |
No Children In School % |
Public School Parents % |
|
| Favor | 78 | 79 | 76 |
| Oppose | 20 | 20 | 22 |
| Don't know | 2 | 1 | 2 |
| National Totals % |
No Children In School % |
Public School Parents % |
|
| Favor | 66 | 66 | 68 |
| Oppose | 30 | 31 | 28 |
| Don't know | 4 | 3 | 4 |
| National Totals % |
No Children In School % |
Public School Parents % |
|
| Favor | 24 | 23 | 25 |
| Oppose | 74 | 75 | 73 |
| Don't know | 2 | 2 | 2 |
| Should Be Used % |
Should Not Be Used % |
Don't Know % |
|
| Having an advanced degree such as a master's or a Ph.D. | 76 | 23 | 1 |
| High evaluations of the teacher by his or her principal and other administrators | 70 | 28 | 2 |
| Length of his or her teaching experience | 71 | 28 | 1 |
| High evaluations by other teachers in the teacher's school district | 65 | 33 | 2 |
| High evaluations by his or her students | 64 | 34 | 2 |
| High opinions from the parents of his or her students | 59 | 39 | 2 |
K-12 education has moved close
to the top of the political agenda at both the state and federal
levels, thereby adding importance to the political questions that
this poll reserves for Presidential election years. The data in
Table 38 show that the Republican Party has made progress in closing
a gap that had Democrats enjoying a 17% advantage in 1996 as the
party more interested in improving public education. The gap is
now 7%. Table 39 shows John Kerry and George Bush in a dead heat
when voters are asked to choose between them based on education
issues alone. Four years ago, Al Gore and George Bush were also
in a dead heat in this poll. Table 40 tends to verify the conventional
wisdom regarding policies that the two major parties would be
inclined to support. And Tables 41 and 42 suggest that supporting
vouchers would give a slight edge to candidates nationally, while
supporting NCLB would be a major plus.
| TABLE 38. In your opinion, which of the two major political parties is more interested in improving public education in this country -- the Democratic Party or the Republican Party? |
|
Totals |
In School |
Parents |
|||||||||
| '04 % |
'00 % |
% |
'04 % |
'00 % |
% |
'04 % |
'00 % |
% |
|||
| Democratic Party | 42 | 41 |
|
45 | 41 |
|
37 | 41 |
|
||
| Republican Party | 35 | 29 |
|
35 | 29 |
|
34 | 28 |
|
||
| No difference volunteered | * | * |
|
* | * |
|
* | * |
|
||
| Don't know | 23 | 30 | 14 | 20 | 30 | 14 | 29 | 31 | 16 | ||
| * Less than one-half of 1%. | |||||||||||
| TABLE 39. Suppose you were voting solely on the basis of a desire to strengthen the public schools. Who would you vote for in the Presidential election this November -- John Kerry or George W. Bush? |
| National Totals % |
No Children In School % |
Public School Parents % |
|
| John Kerry | 41 | 42 | 37 |
| George W. Bush | 41 | 41 | 41 |
| Don't know | 18 | 17 | 22 |
| Democratic Party % |
Republican Party % |
Don't Know % |
|
| Providing financial support for private or church-related schools | 31 | 55 | 14 |
| Privatizing such school services as transportation, food, maintenance, etc. | 34 | 50 | 16 |
| Improving student achievement in the nation's public schools | 45 | 39 | 16 |
| Closing the achievement gap between white students and black and Hispanic students | 55 | 30 | 15 |
| TABLE 41. Would knowing that a candidate for national office supports vouchers for parents to use to pay for private schools make you more likely or less likely to vote for that candidate? |
| National Totals |
No Children In School |
Public School Parents |
||||
| '04 % |
'00 % |
'04 % |
'00 % |
'04 % |
'00 % |
|
| More likely | 43 | 41 | 43 | 41 | 43 | 40 |
| Less likely | 37 | 44 | 37 | 45 | 36 | 44 |
| Makes no difference | 15 | 12 | 15 | 11 | 15 | 12 |
| Don't know | 5 | 3 | 5 | 3 | 6 | 4 |
| TABLE 42. Would knowing that a candidate for national office supports the No Child Left Behind Act make you more or less likely to vote for that candidate? |
| National Totals % |
No
Children in School % |
Public
School Parents % |
|
| More likely | 53 | 53 | 53 |
| Less likely | 25 | 26 | 23 |
| Makes no difference | 15 | 15 | 14 |
| Don't know | 7 | 6 | 10 |
Polling is now a high-stakes component in the effort to improve the public schools. The issues explored herein are shaping the daily decisions made in K-12 schools. Poll findings have taken on added importance, and, given the inexact nature of data analysis, it is not surprising that this report and the interpretations we provide are always subject to a critical review. That is as it should be. The poll is intended to contribute to the ongoing debate regarding the public schools, and disagreement fuels that debate. The public does, however, have a way of getting it right with issues that are both complex and puzzling. And, right or wrong, public attitudes determine, over the long haul, how those issues can be addressed.
The Sample. The sample used in this survey embraced a total of 1,003 adults (18 years of age and older). A description of the sample and methodology can be found at the end of this report.
Time of Interviewing. The fieldwork for this study was conducted during the period of 28 May to 18 June 2004.
Due allowance must be made for statistical variation, especially in the case of findings for groups consisting of relatively few respondents.
The findings of this report apply only to the U.S. as a whole and not to individual communities. Local surveys, using the same questions, can be conducted to determine how local areas compare with the national norm.
In interpreting survey results, it should be borne in mind that all sample surveys are subject to sampling error, i.e., the extent to which the results may differ from what would be obtained if the whole population surveyed had been interviewed. The size of such sampling error depends largely on the number of interviews. For details and tables showing the confidence intervals for the data cited in this poll, please visit the Phi Delta Kappa website at http://www.pdkintl.org/kappan/kpoll0409sample.htm.
For the 2004 survey the Gallup Organization used its standard national telephone sample, i.e., an unclustered, directory-assisted, random-digit telephone sample, based on a proportionate stratified sampling design.
The random-digit aspect of the sample was used to avoid "listing" bias. Numerous studies have shown that households with unlisted telephone numbers are different in important ways from listed households. "Unlistedness" is due to household mobility or to customer requests to prevent publication of the telephone number.
To avoid this source of bias, a random-digit procedure designed to provide representation of both listed and unlisted (including not-yet-listed) numbers was used.
Telephone numbers for the continental United States were stratified into four regions of the country and, within each region, further stratified into three size-of-community strata.
Only working banks of telephone numbers were selected. Eliminating non-working banks from the sample increased the likelihood that any sample telephone number would be associated with a residence.
The sample of telephone numbers produced by the described method is representative of all telephone households within the continental United States.
Within each contacted household, an interview was sought with the household member who had the most recent birthday. This frequently used method of respondent selection provides an excellent approximation of statistical randomness in that it gives all members of the household an opportunity to be selected.
Up to three calls were made to each selected telephone number to complete an interview. The time of day and the day of the week for callbacks were varied so as to maximize the chances of finding a respondent at home. All interviews were conducted on weekends or weekday evenings in order to contact potential respondents among the working population.
The final sample was weighted so that the distribution of the sample matched current estimates derived from the U.S. Census Bureau's Current Population Survey (CPS) for the adult population living in telephone households in the continental U.S.
|
Adults |
67% 29% 4% |
Education |
57% 24% 33% 42% 35% 7% |
|
Gender |
45% 55% |
Income |
34% 10% 12% 12% 17% 15% |
|
Race |
81% 15% 11% 3% |
Region |
22% 24% 32% 22% |
|
Age |
20% 40% 38% 2% |
Community
Size |
27% 47% 26% |
The Phi Delta Kappa Center for Professional Development and Services makes available PACE (Polling Attitudes of Community on Education) materials to enable nonspecialists to conduct scientific polls of attitude and opinion on education. The PACE manual provides detailed information on constructing questionnaires, sampling, interviewing, and analyzing data. It also includes updated census figures and new material on conducting a telephone survey. The price is $60. For information about using PACE materials, write or phone Jeanne Storm at Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Ph. 800/766-1156.
The minimum order for reprints of the published version of the Phi Delta Kappa/Gallup education poll is 25 copies for $15. (Institutional purchase orders, cash, or MasterCard or VISA number required.) Additional copies are 50 cents each. This price includes postage for delivery (at the library rate). Where possible, enclose a check or money order. Address your order to Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Ph. 800/766-1156.
If faster delivery is desired, phone the Shipping Department at the number listed below. Persons who wish to order the 309-page document that is the basis of this report should contact Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Ph. 800/766-1156. The price is $95, postage included.
LOWELL
C. ROSE is executive director emeritus of Phi Delta Kappa International.
ALEC M. GALLUP is co-chairman, with George Gallup, Jr., of the
Gallup Organization, Princeton, N.J.
PHI DELTA KAPPA INTERNATIONAL
INC.
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