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Find more Kappan articles in the Welcome to the online version of the
PDK/Gallup Poll Advisory Panel The following individuals worked with Alec Gallup and the Gallup Organization to select and frame the questions asked in the 38th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools. Frederick M. Hess, Resident Scholar and Director of Education Policy Studies, American Enterprise Institute,
The 38th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools AS THIS poll appears for its 38th consecutive year, it serves as a memorial and a continuing tribute to the work of George Gallup, Sr. He was one of the poll's founders, considered it his poll, picked the panel to select the questions, oversaw the surveying, analyzed the results, and wrote the report. He drew great satisfaction from the poll and watched over it closely until his death in 1984. The close relationship between the Gallup Organization and Phi Delta Kappa International continues today with Alec Gallup, Chairman of the Gallup Poll, replacing his father. Since 1992, I have had the pleasure of directing the poll for PDK. Alec and I share the belief that being true to the poll's heritage requires keeping it free from bias while operating at the cutting edge of issues facing K-12 schools. Alec controls the wording of the questions and is responsible for making sure that the findings and conclusions are supported by the data. We present the results here in a user-friendly fashion intended to permit readers to delve into the data to verify our interpretations or draw their own conclusions. -- LCR Major Findings and Conclusions The results of this poll are released at a press conference held in August in the Gallup Building in Washington, D.C. The first question a reporter asked at a recent conference was, "What are the major story lines of this poll?" Opening by answering that question has now become standard practice for the press conference, and we replicate it here by starting with the findings and conclusions that we believe have the greatest significance. Our aim is not to minimize or downplay the remaining findings and conclusions. However, we believe that the findings and conclusions presented here provide a context for interpreting the remaining results. The major findings center on how people want improvement to come about, on the way the public assesses the public schools, and on how it views some of the strategies used in current change efforts. (The tables pertaining to these questions are grouped at the end of this section.) Everything else in this poll builds to the final section, which deals with the change strategy dominating K-12 education today, the implementation of the No Child Left Behind (NCLB) Act. We begin with a brief story. A reporter at the 2001 press conference suggested asking the public whether improvement in public education should be sought by reforming the existing system or by finding an alternative system. This question would provide a benchmark to use in weighing the responses to questions dealing with proposals for change. The suggestion was accepted, a question was framed and asked in 2002, and the question has been repeated in each subsequent poll. (See Table 1.) Findings. The 2002 question found that 69% of the public expressed a preference for improvement through reforming the existing system. The number this year is 71%. By contrast, just 27% of respondents in 2002 preferred seeking an alternative system, and that figure is at 24% for 2006. Conclusion I. The public's strong preference is to seek improvement through the existing public schools. Policies shaped with this fact in mind are most likely to gain public approval. Each year we ask the public to assess its schools using the familiar A to F scale. This practice started in 1974 with a question asking respondents to grade the schools in the local community. Grading of the nation's schools was added in 1981, and, beginning in 1985, parents were asked to grade the school their oldest child attends. Each question has been repeated every year since it was first asked. (See Tables 2, 3, and 4.) Findings. In this year's poll, 49% give the schools in the community an A or a B. The percentage last year was 48%. The percentage of A's and B's climbs to 56% for public school parents and to 64% when parents grade the school their oldest child attends. The nation's schools continue to draw the lowest grades, with just 21% of the public awarding them an A or a B. Of course, the nation's schools must also be schools in someone's "community" and schools someone's "oldest child attends." Conclusion II. Public ratings of the local schools are near the top of their 38-year range. Conclusion III. The closer people get to the schools in the community, the higher the grades they give them. Conclusion IV. Policies at the state and federal levels that build on the assumption that local schools have a high approval rating are likely to gain public support. Conclusion V. Gaining public support for school improvement will be more likely if proposals are based on the schools in the community and not on the nation's schools. In stories reported about the public schools, declining public support for the schools is taken almost as a given. The grades assigned the schools in this poll since 1974 demonstrate clearly that such is not the case. Findings: * In 1974, 48% of the public gave schools in the community a grade of A or B. In 2006, the percentage awarding local schools an A or a B is 49%. * In 1994, 66% of parents gave the school their oldest child attends a grade of A or B. This year's figure is 64%. Conclusion VI. There has been no decline in public support for public schools. Approval ratings remain high and remarkably stable. Vouchers that parents can use to send their children to private, church-related, or public schools of their choice are an alternative that first received public notice after a 1955 address by economist Milton Friedman. He saw vouchers as a way of providing competition for the public schools. However, vouchers remain controversial because they touch on the line involving separation of church and state and because they are seen as diverting money from the public schools. Since 1991, the PDK/Gallup polls have approached this issue with a question that measures approval of the voucher concept -- "allowing parents and students to choose a private school to attend at public expense" -- without using the politically charged word "vouchers." Table 5 provides this year's results. In considering the results, it is useful to keep in mind that choice, independent of a specific program, is popular with the public. Findings. The percentage favoring vouchers dropped from 38% a year ago to 36% this year, while opposition grew from 57% to 60%. Support for vouchers started at 24% in 1993, fluctuated up and down for years, and peaked at 46% in 2002. It is now at the mid-Nineties level. Conclusion VII. Support for vouchers is declining and stands in the mid-30% range. Although charter schools are public schools, many people do not think of them as such, because they operate outside the traditional K-12 structure. The two charter questions in this year's poll explore public support for the idea of charter schools and public understanding of the nature of such schools. The second question is new and was asked because public comments on charters often reflect a lack of understanding of the concept. (See Tables 6 and 7.) Findings. Public approval of charter schools has climbed from 42% in 2000 to 53% in 2006. This finding must be weighed against responses indicating that the concept is not clearly understood. Here are some comparisons: * 39% of respondents say charter schools are public schools; 53% say they are not (fact: they are public schools). * 50% say charters are free to teach religion; 34% say they are not (fact: they are not). * 60% say charters can charge tuition; 29% say they cannot (fact: they cannot). * 58% say charters can base student selection on ability; 29% say they cannot (fact: they cannot). Conclusion VIII. Those who would implement the charter school concept should ensure that the public has a clear understanding of the nature of such schools. We are often asked why grades for the local schools remain so high in the face of such negative factors as the persistent achievement gap and unacceptably high dropout rates. The answer may lie in the responses to two questions -- one first asked in 1990, the other first asked in 2002. The first asked whether the fault for the problems of schools lay primarily with the schools or should be attributed to problems of the larger society. The second asked whether the achievement gap was mostly related to the quality of schooling received or to other factors. (See Tables 8 and 9.) Findings. In 1990, 73% faulted the effect of societal problems and 16% the performance of schools. The corresponding figures this year are 70% and 22%. When asked in 2002 about the achievement gap, 66% attributed it to other factors, and 29% to the quality of schooling received. The corresponding figures this year are 77% and 19%. Conclusion IX. There is near-consensus support for the belief that the problems the public schools face result from societal issues and not from the quality of schooling. Tables for the Major Findings and Conclusions
This is the one question that has been asked in each of the 38 polls. Respondents are free to mention any problem that comes to mind, and Table 10 displays the percentage of respondents who mentioned a given problem. Discipline was the top problem for the poll's first 16 years. Drugs then took over and occupied the top position alone until financial support drew into a tie in 1991. Frequent changes occurred in the Nineties until lack of financial support came back to the top in 2000. It has held that position in each poll since.
Findings. Lack of financial support tops the poll, with 24% of mentions. Conclusion X. The public is aware of the link between adequate funding and effective schooling and understands that current funding levels are a challenge for schools. Given the increasing role played by those at the state level and the growth in federal influence through NCLB, it seemed timely to repeat a 1980 question regarding the influence of the levels of government on what is taught in local schools. The remaining two questions deal with recent directions in the governance of some schools.
Findings. While 58% still prefer that the local school board make decisions as to what is taught in local schools, that percentage is down from 68% in 1980. The shift has been in the direction of the state level, where the percentage has grown from 15% to 26%. The percentage saying the federal government should have the greatest influence has gone up from 9% to 14%. Contracting out the operation of entire public school systems is now approved by 24% of respondents, down from 31% in 2002. Having the mayor take over control of schools with a large number of low-performing students is favored by only 29%. Conclusion XI. The public's preference is that the local school board make decisions about what the schools teach. Of those favoring decisions at the state or federal level, two-thirds opt for the state. True to its preference for change through the existing school system, the public opposes contracting with private firms for the operation of schools and having mayors take over schools with large numbers of low-performing students. Federal and state accountability efforts have brought about a significant increase in the amount of testing. Public reaction to the increase has been tracked in the first of the following questions. The next two questions deal with whether the emphasis on testing promotes "teaching to the test" and whether or not that would be a good thing. The final question is new and seeks the public's reaction to the use of a qualifying exam to determine whether a diploma should be given.
Findings. Since 2000, the percentage of respondents saying that there is too much emphasis on testing is up 9% to 39%. Overall, the numbers saying not enough and just about the right amount still make up a majority of 58% of respondents who support at least the current level of testing. That the public is not rejecting testing is also indicated by the fact that 63% favor requiring students to pass a qualifying exam in order to graduate from high school. Some of the move away from testing may be explained by the fact that the percentage saying the current emphasis on testing will mean "teaching to the test" is up by 9% in one year and now stands at 67%, while the percentage regarding this as a "bad thing" is up 21% to 75%. Conclusion XII. There is still majority support for at least the current level of testing, although there has been a shift toward the belief that there is "too much testing." Conclusion XIII. Large and growing numbers see the emphasis on testing translating into "teaching to the test," and those saying that doing so is a "bad thing" are nearing consensus. Conclusion XIV. The support for using a graduate qualifying exam to determine whether a student receives a diploma is strong. The test referred to as the Nation's Report Card, the National Assessment of Educational Progress, shows blacks trailing whites in grade-8 reading by 30%, Hispanics trailing whites by 26%, and children from homes where students are eligible for free lunches trailing those whose lunches are not subsidized by 24%. The percentages are comparable for math. Five questions in this year's poll deal with this problem. The first three deal with the importance of closing the gap, the impact of high standards on the gap, and the responsibility for closing it. The final two deal with using preschool programs to try to close the gap and the funding for such programs.
Findings. Eighty-eight percent of respondents say that closing the achievement gap is either very important or somewhat important, and 81% believe the goal can be accomplished while maintaining high standards for all students. Although only 19% of respondents say that the gap is related to the quality of schooling (Table 9), 57% say that it is the responsibility of the public schools to close the gap. Conclusion XV. There is near consensus that closing the achievement gap is of great importance and that it is unnecessary to sacrifice high standards to do it. Conclusion XVI. The public attributes the gap to factors other than the quality of schooling but still concludes that it is the responsibility of the schools to close it.
Findings. The 1992 question brought responses indicating that preschool programs for low-income children would help improve their school performance and that the public would be willing to pay more taxes to provide the programs. The responses in the current poll say the same, but the percentages have climbed. The percentage who say that such programs will help a great deal has gone from 39% to 49%, and the percentage who say a great deal or quite a lot has gone from 74% to 81%. The percentage of respondents willing to pay taxes to fund the programs has jumped dramatically, from 49% to 66%. Conclusion XVII. The public belief that preschool programs for children from poverty-level homes will help them to perform better in school when they are teens is apparently so strong that the public expresses a willingness to pay higher taxes to support such programs. The first curriculum question is a trend question asking if the curriculum needs to be changed to meet today's needs. The second asks whether the curriculum should include a broad variety of courses or fewer but more basic courses. The final two questions ask whether the public supports two growing practices: requiring all students to pursue a curriculum that prepares them to attend a four-year college and requiring four years of math for all students, beginning with algebra in the eighth or ninth grade.
Findings: • The 47% who say that the curriculum needs to be changed is a significant increase over the 31% who thought so in 1970. • That a majority of 58% choose a curriculum with a wide variety of courses is a reversal from 1979, when a plurality of 49% opted for more basic courses. • The public favors a college-preparatory curriculum for every student by a margin of 56% to 42%. The support for four years of mathematics with at least two years of algebra beginning in the eighth or ninth grade is even stronger. Conclusion XVIII. The public is divided on the question of revising the curriculum to meet today's needs. Conclusion XIX. There is majority support for a curriculum that includes a broad range of courses. Conclusion XX. There is majority support for a college-preparatory program for all students. Conclusion XXI. There is strong support for a curriculum that requires all students to take four years of math, with at least two years of algebra. The anticipation of large numbers of retirements among teachers in the near future, combined with the tendency of new teachers to leave the profession after only a few years, has sparked fears of a teacher shortage. And this wave of retirements comes at a time when having highly qualified teachers in the classrooms is a top priority. The following question deals with why so many who become teachers leave the profession in a short time.
Findings. Lack of support from parents (96%), lack of support from administrators (93%), and working conditions in the public schools (92%) top the list of reasons why the public believes teachers leave the profession. However, the percentages for lack of respect for the teaching profession (89%), low teacher salaries (88%), and lack of appropriate teacher training (84%) are so close that it is reasonable to consider the six items as a package. Conclusion XXII. The fact that the public assigns such high importance to each of the six reasons why teachers leave the profession in the first five years suggests that the initial step in attracting more high-quality teachers should be an effort to make the job more attractive to those who have already entered the profession. Conclusion XXIII. Based on years of data from this poll, it would be a mistake to interpret the public's assessment as indicating dissatisfaction with the current teacher corps. On the contrary, whenever polled, the public expresses great confidence in our teachers. The questions regarding time spent in school were framed in the context of two opening questions asking the public's views on students' workloads. The remaining questions address the issue of time spent in school.
Findings. Fifty-seven percent of respondents say elementary school children in the public schools do not work hard enough, while 73% say the same for high school students. Both are clear majorities. Conclusion XXIV. The public does not believe that students in their local schools work hard enough in school or on homework outside of school.
Findings. The public is evenly divided over whether to extend the time students spend in school, with 48% in favor and 49% opposed. But among those who favor extending time in school, the strong preference is for extending the school year (66% favor extending the year; 31% favor extending the day). In a question asked of the entire group, 67% favored extending the school day by one hour. This figure compares to 42% in 1984 and 37% in 1982. Conclusion XXV. The public is divided on the matter of extending the time spent in school. Conclusion XXVI. Extending the school day by one hour draws impressive support, although one must wonder if it is based on the need for more schooling or the desire to have kids supervised for an additional hour. This poll began to track NCLB in 2003, one year after the law was signed. Twelve questions in this year's poll are focused on this topic. The first two are benchmark questions exploring how much the public knows about NCLB and, based on what it knows, whether it views the law favorably or unfavorably. The third question is a new one asking respondents to say whether NCLB is helping or hurting schools in the community. The next eight deal with the strategies used in implementing NCLB, and the final question asks how the public will react if a large number of schools fail to make Adequate Yearly Progress (AYP). In addition to our usual categories of respondents, we have separated out the responses of those who say they know a great deal or fair amount about the law. This self-identified group consists of 504 respondents.
Findings: • The proportion of respondents who say that they know a great deal or a fair amount about NCLB has now reached 45%, while the number saying they have very little or no knowledge has dropped each year and now stands at 55%. • As people are gaining knowledge of the law, the percentage saying they do not know enough to express an opinion about NCLB has dropped from 69% in 2003 to 37%. • As more people have become willing to express an opinion, the 18% expressing a favorable view in 2003 and the 13% expressing an unfavorable view have both risen to nearly one-third. For those professing knowledge of NCLB, 42% have a favorable opinion; 47% an unfavorable opinion. • Perhaps the most significant finding is that 37% say NCLB has made no difference in the performance of schools in the community. Twenty-one percent say the law has hurt schools, and 26% say it has helped. Conclusion XXVII. Almost half of the respondents believe they are knowledgeable about NCLB, while just over half believe they know little or nothing about the law.Those who believe they know enough to express an opinion are also divided between viewing the law favorably and unfavorably. Conclusion XXVIII. That seven out of 10 of those professing knowledge of NCLB believe it is either making no difference in the local schools or hurting them is troubling. Because the effort to comply with NCLB is driving instruction in most schools and dominating efforts to improve achievement, the concerns of such a large proportion of the public need to be addressed.
Findings: • Two out of three respondents (69%) this year and a similar proportion in 2005 say that the use of a single state test as NCLB requires cannot provide a fair picture of whether or not a school needs improvement. • NCLB bases performance on testing in English/language arts and math only. Four out of five respondents (81%) say that this will not give a fair picture of a school and that other subjects should be included. • Nearly four out of five respondents (78%) say they are concerned that the focus on English/language arts and math will mean less emphasis on art, music, history, and other subjects. This is down 4% since 2005. • Four out of five respondents (80%) prefer offering help to students in schools in need of improvement. Only 17% prefer transferring those students to a different school. • NCLB requires that test scores be broken out by race and ethnicity, English-speaking ability, and poverty level. A majority of respondents (54%) oppose this strategy, up 6% from 2005. • The test scores of special education students are included in determining whether a school is in need of improvement. Nearly two-thirds of respondents (62%) say the scores of special education students should not be included. This percentage is unchanged since 2005. • NCLB requires that nearly all special education students be tested against grade-level standards. Three-fourths of respondents (75%) believe these students should not be tested against the same standards as other students. This figure is up 7% since 2005. • Four-fifths of respondents (81%) say the proper measure of performance is the improvement made by students during the school year. This figure is down 4% from last year. • The half of the respondents who claim to know a great deal or fair amount about NCLB disagree with the strategies of the law with percentages slightly higher than those of the total group. Conclusion XXIX. A public that rejects the strategies used to implement NCLB is unlikely to provide the support needed if the law is to work. Common sense would call for changes to align NCLB more closely with the public's views. Conclusion XXX. Given that half of the public still considers itself uninformed on NCLB and one-third are unwilling to express an opinion, there is still time to make the changes that might bring support for the law. Conclusion XXXI. The responses of those who claim knowledge of the law bear out this poll's 2003 conclusion that greater familiarity with NCLB was unlikely to increase public support.
Findings. Nearly half of respondents (48%) say they would fault the public schools for large numbers of failing schools, but a substantial fraction (41%) say they would blame the failings on the law. Among those claiming knowledge of NCLB, 48% would blame the law and 46% the schools. Conclusion XXXII. Public uncertainty about NCLB and, in particular, its strategies, has created a situation in which those who blame the schools for failing to make AYP hold only a small margin over those who would blame the law. Among those professing knowledge of the law, the assignment of blame is still more evenly split.
The Sample. The sample used in this survey embraced a total of 1,007 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 11 June through 5 July 2006. 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/kpollsample.htm. For the 2006 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.
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 229-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. Phi Delta Kappa International makes available PACE (Polling Attitudes of the Community on Education) materials to enable nonspecialists to conduct scientific polls of attitudes and opinions 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 David Ruetschlin at Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Ph. 800/766-1156.
This year's PDK/Gallup poll delivers a strong message about the importance of local communities and local governance. We continue to see that the closer the public is to its schools, the higher it rates them. Interestingly, we see that a majority of the public prefers that local school boards have the greatest influence over what is taught in the public schools. School boards need to set high academic goals for local schools that reflect state and national standards and that incorporate the needs and desires of their local communities. Further, this year's poll shows the public's distaste for mayoral interference, as nearly 70% of respondents oppose having a mayor take over the public schools even as part of an effort to turn around low-performing schools. This public sentiment aligns beautifully with a recent policy adopted by the NSBA governing body that strongly opposes mayoral takeovers. Instead, mayors should work on other factors that affect academics, such as crime, housing costs, and health care. The public continues to see funding as the biggest problem for public schools, and funding remains a concern for all of us as Congress backs away from its promise to fully fund programs that can make a difference for children who desperately need help. -- Anne L. Bryant, executive director, National School Boards Association, Alexandria, Va. COMMENTARY: Support for Local Schools Still Strong Thomas Jefferson had a vision that democracy would survive only "with the general diffusion of knowledge." It is reassuring to know that the public still supports our public schools: 49% give the schools in their community a grade of A or B. Parents of children who attend public schools are even more supportive: 64% give the school their oldest child attends a grade of A or B. Concurrently, support for vouchers has declined. Our schools reflect conditions in the general society, say 70% of the poll respondents. Only 22% attribute the problems facing public education to the performance of schools rather than to societal problems. Further, a majority of respondents favor decision making at the local level. There seems to be little understanding of or support for No Child Left Behind. The democratic ideal of equal opportunity is also supported by poll results. The public believes that the achievement gap between whites and minorities can and should be narrowed and that it should be done by schools. The public also supports adequate funding and school-based reform of public education. Despite extensive criticism of public schools in general, support for public education at the local level continues to remain strong. Jefferson would be pleased to know these poll results. So is the Public Education Support Group. -- M. Donald Thomas, executive director, Public Education Support Group, Salt Lake City, Utah, mariothomas1@yahoo.com COMMENTARY: Americans Want Something Different Peeking through the pro-establishment phrasing of these survey questions are millions of Americans who want something very different from what the current public school system is delivering. Not just higher standards, more course requirements, and testing as a precondition for graduation, but also lots more options. More than half of those surveyed favor charter schools, for example, and nearly two in five endorse vouchers (despite a hostile question about them). One in four would welcome an "alternative to the existing public school system." And all of this despite the fact that about one-third of U.S. school kids already attend something other than their district-operated neighborhood schools and the families of many millions more exercised choice by moving into their neighborhood on account of its schools. Sure, these data also reveal lots of complacent folks -- perhaps unaware that their kids' jobs could be outsourced to Bangalore or Beijing -- and plenty who have been swayed by constructivist slogans (e.g., "teaching to the test" is evil). But anybody who spins these survey results as showing a nation that's content with its present education arrangements is guilty of self-deception. -- Chester E. Finn, Jr., senior fellow, Hoover Institution, Stanford University, and president, Thomas B. Fordham Foundation, Washington, D.C. 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. |
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