5884 power point slides nat

8/14/2019 5884 Power Point Slides Nat

1/42


2/42

Confidential and Proprietary. Copyright 2007 Educational Testing Service.

2

Research Methods

Surveys were conducted May 415, 2007, among 1,526 adults nationwide, including1,000 members of the general public and 626 parents of K-12 students, and among101 public school administrators and 251 public school teachers. Oversamples wereconducted among 226 California residents (for a total of 470 California residents)and among 200 adults where the survey was administered in Spanish (100 inCalifornia, 100 nationwide). The Spanish language samples were weighted to their

proper proportions of the population in the main sample. At the 95% confidencelevel, the datas margin of error is 3.1 percentage points among all adults, andhigher among smaller populations and subgroups.

Six focus groups were conducted in mid-to-late March 2007: two groups inIndianapolis, IN; two in Fremont, CA; and two in Alexandria, VA. One group eachwas conducted among public school administrators and voters who are not parents.Two groups each were conducted among public school teachers and parents with

children in public school. In addition, seven in-depth interviews were conductedamong leading education experts.


3/42

3


Summary of Key Points

The public supports NCLB reauthorization, despite limitedknowledge of it.The public is divided over NCLB, but many people simplyare uninformed. Support grows to a majority when NCLB is defined. Majoritiessupport the underlying principle that federal funding should be tied toaccountability requirements. A majority of adults support reauthorizationwith some changes.

Teachers support reauthorization despite misgivings. Public schoolteachers and administrators are strongly negative toward NCLB. Nonetheless,teachers and administrators strongly support NCLB reauthorization with majorchanges: better the devil you know.

Standards, Accountability and Flexibility:In reauthorization, thepublic, teachers, and administrators support high standards of accountability aswell as greater flexibility. They emphasize finding solutions for poorly

performing schools, not just identifying them. They also call for greaterflexibility in assessing English-language learners.


4/42


4

Grading School Quality


5/42


5

Assessing the Nations Schools

45%

50%52%

50%

45%

56%

45%

53%

58%58%

51%50%

42%

51%

48%

45%45%

52%

45%

53%

41%41%

48% 47%

2001 2002 2003 2004 2005 2006 2007 2001 2 004 2005 2006 2007

Working well/need some changes but basically keep as is

Need major changes/complete overhaul

General Public K-12 Parents

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

69% teachers

72%administrators

Working well/some

changes

Q.5b


6/42


6

Grades for the Nations Schools

Remain at C

Q.10

A

B

C

D

F

GPA

2001

2%

18%

51%

16%

3%

2.0

2003

2%

29%

47%

13%

2%

2.2

- - - - - - - - - - - - - - - - General Public - - - - - - - - - - - - - - -

The Publics Report CardThe Nations Schools

Spring 2007

2005

3%

23%

46%

15%

4%

2.1

2006

5%

26%

44%

15%

5%

2.1

2002

2%

14%

50%

21%

4%

1.9

2004

2%

20%

47%

15%

4%

2.0

2007

4%

23%

44%

16%

5%

2.0


7/42Confidential and Proprietary. Copyright 2007 Educational Testing Service.

7

Grades for the Nations Schools

Remain at C

Q.10

A

B

C

D

F

GPA

2004

2%

20%

48%

14%

3%

2.0

2001

8%

35%

33%

13%

4%

2.3

- - - - - - - K-12 Parents - - - - - -

Publicschool

teachers

Education Stakeholders Report CardThe Nations Schools

Spring 2007

2006

5%

26%

45%

14%

4%

2.1

2005

4%

27%

46%

12%

2%

2.2

2007

4%

25%

43%

16%

4%

2.1

2007

4%

33%

41%

10%

1%

2.3

2007

1%

41%

42%

4%

0%

2.4

Public school

administrators



8

Grades for Ones Own School:

Better But Still Not Great

Q.6, 8, 9

Public School Stakeholders Report Card

My Childrens School/My School(s)

Spring 2007

A

B

C

D

F

GPA

Public

schoolteachers

27%

52%

17%

2%

1%

3.0

Public schooladministrators

32%

57%

8%

1%

0%

3.2

Public

schoolparents

26%

41%

21%

8%

3%

2.8



9

2%

8%

13%

8%

20%

9%10%

12%

13%

12%

21%

13%

13%

18%

23%

26%

27%

39%

One or two biggest reasons for public schools' problems

One or two best changes to solve public schools' problems

Public School Problems and

Their Solutions

Lack of/need moreparental involvement

Lack of/need moreclassroom discipline

Lack of funding/increase funding

Large class sizes/reduce class sizes

Low standards & expectations forstudents/raise standards & expectations

Unmotivated teachers/incentives to motivate teachers

Too few/need morequalified teachers

Lack of/need more challenging/interesting schoolwork

Lack of consistent measures of studentlearning/increase testing

Q.11a,b

General Public



10

No Child Left Behind



11

19%21%

16%

23%

16%

24%

20%21%

37%

14%

Public and Parents Are Divided

on No Child Left Behind

Very favorable Somewhat favorable

Very unfavorableSomewhat unfavorable

Q.13

45% 38% 43% 41% 41% 43%

2005 2007 Adults whotook surveyin Spanish

48%

40%

Attitudes toward No Child Left Behind

2006 K-12parents

67%

24%

General public



12

17%

31%

13%

28%

17% 13%

Public and Parents Are Divided

on No Child Left Behind

General public, by party ID



Q.13

35%

51%

Democrats

48%

35%


Independents Republicans

52%

34%



13

49%

38%

Teachers and Administrators Are

Firmly Opposed to NCLB



Q.13

20%

77%

33%

63%


Public schoolteachers




14

16% 13%

Public Lacks Knowledge of

No Child Left Behind

Q.14a

45%54%

47%52%

General public K-12 parents

Know a great deal about NCLBKnow a fair amount about NCLB

Know nothing at all about NCLBKnow just some about NCLB



15

14%

32%

13%

28%

13%

Many Unaware of National EducationReform Efforts

Where do things stand today in terms of education reform at the

national level in Washington, D.C.?

Q.12

There has been a lot of talk, but so

far there has been no action.

President/Congress each haveput together proposals, but noagreement has been reached andno legislation has been passed.

Education reform bill has beenpassed by Congress/signed intolaw by President Bush, but so farreforms have not led to anychanges in the schools.

Reforms are leading to changesin the schools.

Not sure

Just 46% of

adults (49%

of K-12

parents) knowNCLB reform

is law.

General public



16

8%

12%

26%

47%

Only Half Can Pick NCLBOut of a Lineup

What does No Child Left Behind really mean to you?

Q.14b

Setting standards for studentlearning, and testing studentsto ensure those standards arebeing achieved

Making sure that students keepprogressing on to the nextgrade level until they reachgraduation

Requiring all students to pass anational test in twelfth grade in

order to graduate from highschool and go on to college

Giving parents vouchers so thattheir child can attend the schoolof their choice

46% of adults

(44% of K-12

parents) get itwrong.

Right answer

General public



17

16%24%

20% 21% 22% 21%27%

19%

Support for NCLB IncreasesWhen Law Is Defined

Uninformed Informed



Q.13,15

41%43%

48%

40%

56%

39%



59%

36%


The No Child Left Behind Actprovides federal funds for school

districts with poor children in orderto close achievement gaps. Italso requires states to setstandards for education and totest students each year todetermine whether the standardsare being met by all students. Inaddition, No Child Left Behind

provides funding to help teachersbecome highly qualified. It alsoprovides addition-al funding andprescribes con-sequences toschools that fail to achieveacademic targets set by theirstate.



18

9%

19%

25%

45%

Q.14b

Federal government shouldcontinue to provide funds to

school districts with children fromlow-income families to help closegaps in student learning.

Federal government shouldcontinue to make sure that highstandards are set in order toensure that school districts are

being held accountable forstudent learning.

Federal government should beinvolved in both funding andstandards for accountability.

Federal government should notbe involved in either funding orstandards for accountability.

Support for Basic NCLB Provisions

of Accountability and Funding

General public



19

57%

34%

43%

49%

58%

37%

NCLB Values: Federal Funding Should Be

Tied to Accountability Standards

Generalpublic

Q.17a

Should standards and testing

described by NCLB be required of

all states that want federal money

for education, or should states beable to opt out of the standards

and testing and still get federal

education money?


Public Rejects NCLB Opt-Out

States should NOT be

allowed to opt out.

States should be

allowed to opt out.Public schooladministrators


20/42


20

41%

35%

16%

45%

36%

13%

17%

58%

25% 26%

52%

22%

NCLB should be reauthorized with minor changes.

NCLB should be reauthorized with major changes.NCLB should not be reauthorized.

Public, Administrators and Teachers WantReauthorization

Generalpublic

K-12parents

Q.16




21/42


21

59%

35%

43%

49%

41%

56%

Public Supports National StandardsTeachers/Administrators Disagree

Generalpublic

Q.17b

Publicschool

teachers


Should make NCLB more uniform byreplacing 50 sets of standards and

tests with one set of national standards

and tests, so eighth-grade math is the

same in Florida and Alaska

Should keep system as is, because it

gives federal government schoolaccountability but lets states define

academic goals in their state

Currently, NCLB allows each state to

develop its own standards and tests

and use its own criteria to evaluate the

test results:


22/42


22

48%

38%

52%

37%

32%

57%

39%

51%

Concerned that if federal

government doesn't set

standards for student learning,

then some states will set low

standards to ensure their

schools succeed.

We can expect the governors

and state legislatures of allstates to set high standards for

student achievement.

Concern That States Might Set Low Standards

Teachers/Admin Trust State Leaders

Generalpublic

Q.18b

Publicschool

teachers


K-12parents


23/42


23

45%

40%

43%45%

63%

23%

72%

19%

Federal government will get

too involved in education and

interfere with issues better

left to states and localcommunities

Federal government will not

be involved enough in doing

what is necessary to improve

our schools

Concern About the Federal

Government Role in Education

Generalpublic

Q.18a

Publicschool

teachers


K-12parents

Which concerns you more?


24/42


24

20%

19%

23%

26%

29%

35%

37%

Reasons Against Reauthorization

Teachers pressured toteach to test, neglect broad

knowledge of subject

Testing emphasis distortspriorities, teachers focus onstudents in trouble, neglect

othersBurdens state to identify

poor schools, but nosolutions/funding

Emphasis on NCLB testscores/ replace

individualized assessments

Testing new Englishspeakers doesnt measurelearning, penalizes schoolswith lots of these students

Education has always beenstate/ local responsibility;

in some cases NCLB

overruled state reformsNCLB tests may label

53%

46%

General public

Very convincingFairly convincing

Q.21b

52%

45%

39%

37%

33%

Public

school

teachers

80%

78%

74%

66%

74%

52%

58%

Public

school

admin

56%

61%

71%

57%

61%

52%

43%


25/42


25

22%

27%

34%

32%

33%

36%

37%

36%

Reasons for Reauthorization

NCLB testing identifiesschools that need help with

groups of students

State standards areimportant step toward

education excellence to

compete in global economyNCLB tests useful to ensure

students gets basics forpromotion

NCLB tests helppublic/leaders identify

schools that need

improvingIn reauthorization, NCLBcould be improved with

more assessments

Give NCLB more time tosee if it works, dont reform

every few years

If not reauthorized, majorsetback for national

62%

56%

General public

Very convincingFairly convincing

Q.21a

61%

56%

55%

52%

46%

39%

53% amongadministrators

Only reasona majority of

teachers &admin findconvincing


26/42


26

43%

36%

17%

47%

36%

14%

19%

46%

33%

22%

56%

22%

NCLB should be reauthorized with minor changes.

NCLB should be reauthorized with major changes.NCLB should not be reauthorized

After the Arguments, Public StillWants NCLB Reauthorized


Q.22



Teacher Opposition Grows But Remains Minority


27/42


27

What to Do About

Poorly Performing Schools


28/42


28

12%

18%

25%

26%

28%

30%

50%

57%

64%

Views on Dealing With PoorlyPerforming Schools

Administrators requiredto develop real change

of plan

More funding to hireteachers, lower classsize, improve school

Children able to get freetutoring from state-approved provider

School day or yearlengthened

Children can transfer to

another publicschool/freetransportation

Vouchers given fortuition at any public or

private school

School takenover/restructured with

new administratorsDo nothing: scores may

General public who say each should happen

in all/most caseswhen school performs poorly on NCLB testsfor several years

Q.23

Public

schoolteachers

63%

71%

37%

21%

16%

14%

9%

20%

4%

Public

schooladmin

77%

61%

24%

29%

12%

1%

4%

14%

5%


29/42


29

40% 12%

24%

25%

Publics Views on Dealing With Poorly

Performing Schools

Q.23

General public who say each should happen in all/most cases

when school performs poorly on NCLB tests for several yearsGeneral public who say each should happen in only some casesGeneral public who say each should not happen in any cases

School taken over/restructured with new

administrators

Many teachers lose jobs/bereplaced by other teachers

86%

72%


30/42


30

12%

57%

Publics Views on Dealing With PoorlyPerforming Schools

Q.23

41%

More funding to hireteachers, lower class size,

improve school

32%

In allcases

General public who say each should happen inall/most caseswhen school performs poorly on NCLB tests forseveral years

General public who say each should happen in only some casesGeneral public who say each should not happen in any cases


31/42


31

English-Language Learners


32/42


32

34%

22%

40%

17%

51%

8%

53%

13%

Most Want Flexibility for

English-Language Learners

Generalpublic

Q.24

We should be flexible when it comes to Englishlanguage learners. By allowing these studentssufficient time to become capable in English, weare helping build their confidence and givingthem an essential skill needed to be competitivegoing forward, even if it means that thesestudents may fall behind their peers somewhatin other skills such as math and science.

Publicschool

teachers

Strongly agree Somewhat agree

We should be firm when it comes to English-language learners. By allowing these students totake their time when learning English, we areleaving them at risk of being left permanentlybehind in other skills such as math and sciencewith no clear way of getting them caught up to

their peers, even if it means that these studentsmay at times be uncomfortable because theycannot fully express themselves in English.

Strongly agree Somewhat agree

Publicschooladmin

58%

36%

77%

20%

77%

22%

67%

26%

Hispanics

B P bli I Di id d O


33/42


33

48%

18%

55%

15%

18% 50%14%

48%

But Public Is Divided OverTheir Test Scores

Should be included

Should be excluded forone to two years

Q.25

46%

77%

85%

Should English-language learners NCLB test scores

be included in their schools overall NCLB score?

Publicschool

teachers

Public schooladmin

Should be excluded forthree/more years

Generalpublic

43%

Hispanics


34/42


34

Conclusions:

Public Support for NCLB ReauthorizationMust Be Earned.

The public has lost focus.

The words have become a slogan.

But reintroduction and explanation willyield strong support.

Its viewed as a needed reform that reflectsthe publics values.


35/42


35

Conclusions:

Help for Struggling Schools

The public, teachers and administratorswant changes.

Flexibility

Solutions for poorly performing schools

Give struggling schools the money they need.


36/42


36

Conclusions:

NCLB Is Not an End But a Means.

A building block to collect data neededfor continued improvement.

Focus on the challenges ahead.

We must expect more of students,parents and schools.

Our continued success in the face ofglobal competition depends on it.


37/42


37

Looking Beyond the

Current Reauthorization Debate:Policymakers Views


38/42


38

Policymakers Speak:

NCLB The Challenges and

Changes Ahead

Version 3.0, which is down the road, will be where you start tosee the big shift, whether its things like national standards or reallynew forward-looking ways to doing accountability. Version 3.0,which is not the one were ready for yet, I think the big shift will bethe one after this where we may be in a position to really go in anew direction.


39/42


39

Policymakers Speak:


Changes Ahead

The real challengefor us in the next ten years is to see how we canreally help schools respond to the challenges that some of thesereforms bring. Support for schools to respond to those reforms, torespond to the demands that testing brings, to respond to thedemands of teaching to one standard to respond to the demands ofclosing the achievement gap and of what schools do once they findthat pocket of students who are underperforming in their schools.Thats the real challenge.


40/42


40

Policymakers Speak:


Changes Ahead

I dont think NCLB is going to solve it because NCLB is a nationalframework, but ultimately, youve got to take this issue state by state.Go to the leaders of the states, the business leaders, the education

leaders and the political leaders in the state and say that weve got tolook at what really are the rigors of the courses, how well are ourstudents doing, and whats the achievement level of our students thatare measured by a national test.

S Q


41/42


41

20%

15%

Many Believe Status Quo Will Have a

Negative Impact on America Soon

If changes are not made to our education system, will ithave a negative impact on Americas global competitiveness andstrength of our economy? If so, how soon?

Q.26

General public

Negative, butmore than

10 years out

Withina

year17%

59%

Wont havenegativeimpact

Negativeimpact within

10 years

3 to5

years

19%

5 to10

years23%


42/42

5884 power point slides nat

Documents