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Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 2 Research Methods  Surveys were conducted May 4–15, 2007, among 1,526 adults.

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Presentation on theme: "Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 2 Research Methods  Surveys were conducted May 4–15, 2007, among 1,526 adults."— Presentation transcript:

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2 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 2 Research Methods  Surveys were conducted May 4–15, 2007, among 1,526 adults nationwide, including 1,000 members of the general public and 626 parents of K-12 students, and among 101 public school administrators and 251 public school teachers. Oversamples were conducted among 226 California residents (for a total of 470 California residents) and among 200 adults where the survey was administered in Spanish (100 in California, 100 nationwide). The Spanish language samples were weighted to their proper proportions of the population in the main sample. At the 95% confidence level, the data’s margin of error is ±3.1 percentage points among all adults, and higher among smaller populations and subgroups.  Six focus groups were conducted in mid-to-late March 2007: two groups in Indianapolis, IN; two in Fremont, CA; and two in Alexandria, VA. One group each was 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 conducted among leading education experts.

3 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 3 Summary of Key Points  The public supports NCLB reauthorization, despite limited knowledge of it. The public is divided over NCLB, but many people simply are uninformed. Support grows to a majority when NCLB is defined. Majorities support the underlying principle that federal funding should be tied to accountability requirements. A majority of adults support reauthorization with some changes.  Teachers support reauthorization despite misgivings. Public school teachers and administrators are strongly negative toward NCLB. Nonetheless, teachers and administrators strongly support NCLB reauthorization with major changes: “better the devil you know.”  Standards, Accountability and Flexibility: In reauthorization, the public, teachers, and administrators support high standards of accountability as well as greater flexibility. They emphasize finding solutions for poorly performing schools, not just identifying them. They also call for greater flexibility in assessing English-language learners.

4 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 4 Grading School Quality

5 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 5 Assessing the Nation’s Schools General PublicK-12 Parents How well do you think our K-12 schools are working? 69% teachers 72% administrators Working well/ some changes Q.5b

6 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 6 Grades for the Nation’s Schools Remain at ‘C’ Q.10 A B C D F GPA % 18% 51% 16% 3% % 29% 47% 13% 2% General Public The Public’s Report Card The Nation’s Schools Spring % 23% 46% 15% 4% % 26% 44% 15% 5% % 14% 50% 21% 4% % 20% 47% 15% 4% % 23% 44% 16% 5% 2.0

7 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 7 Grades for the Nation’s Schools Remain at ‘C’ Q.10 A B C D F GPA % 20% 48% 14% 3% % 35% 33% 13% 4% K-12 Parents Public school teachers Education Stakeholders’ Report Card The Nation’s Schools Spring % 26% 45% 14% 4% % 27% 46% 12% 2% % 25% 43% 16% 4% % 33% 41% 10% 1% % 41% 42% 4% 0% 2.4 Public school administrators

8 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 8 Grades for One’s Own School: Better – But Still Not Great Q.6, 8, 9 Public School Stakeholders’ Report Card My Children’s School/My School(s) Spring 2007 A B C D F GPA Public school teachers 27% 52% 17% 2% 1% 3.0 Public school administrators 32% 57% 8% 1% 0% 3.2 Public school parents 26% 41% 21% 8% 3% 2.8

9 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 9 Public School Problems and Their Solutions Lack of/need more parental involvement Lack of/need more classroom discipline Lack of funding/ increase funding Large class sizes/ reduce class sizes Low standards & expectations for students/raise standards & expectations Unmotivated teachers/ incentives to motivate teachers Too few/need more qualified teachers Lack of/need more challenging/ interesting schoolwork Lack of consistent measures of student learning/increase testing Q.11a,b General Public

10 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 10 No Child Left Behind

11 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 11 Public and Parents Are Divided on No Child Left Behind Very favorableSomewhat favorable Very unfavorableSomewhat unfavorable Q.13 45% 38% 43% 41% 43% Adults who took survey in Spanish 48% 40% Attitudes toward No Child Left Behind 2006 K-12 parents 67% 24% General public

12 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 12 Public and Parents Are Divided on No Child Left Behind General public, by party ID Very favorableSomewhat favorable Very unfavorableSomewhat unfavorable Q.13 35% 51% Democrats 48% 35% Attitudes toward No Child Left Behind IndependentsRepublicans 52% 34%

13 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 13 Teachers and Administrators Are Firmly Opposed to NCLB Very favorableSomewhat favorable Very unfavorableSomewhat unfavorable Q.13 20% 77% 33% 63% Attitudes toward No Child Left Behind Public school teachers Public school administrators

14 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 14 Public Lacks Knowledge of No Child Left Behind Q.14a 45% 54% 47% 52% General publicK-12 parents Know a great deal about NCLBKnow a fair amount about NCLB Know nothing at all about NCLBKnow just some about NCLB

15 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 15 Many Unaware of National Education Reform 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 have put together proposals, but no agreement has been reached and no legislation has been passed. Education reform bill has been passed by Congress/signed into law by President Bush, but so far reforms have not led to any changes in the schools. Reforms are leading to changes in the schools. Not sure Just 46% of adults (49% of K-12 parents) know NCLB reform is law. General public

16 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 16 Only Half Can Pick NCLB Out of a Lineup What does “No Child Left Behind” really mean to you? Q.14b Setting standards for student learning, and testing students to ensure those standards are being achieved Making sure that students keep progressing on to the next grade level until they reach graduation Requiring all students to pass a national test in twelfth grade in order to graduate from high school and go on to college Giving parents vouchers so that their child can attend the school of their choice 46% of adults (44% of K-12 parents) get it wrong. Right answer General public

17 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 17 Support for NCLB Increases When Law Is Defined UninformedInformed Very favorableSomewhat favorable Very unfavorableSomewhat unfavorable Q.13,15 41% 43% 48% 40% 56% 39% Attitudes toward No Child Left Behind General publicK-12 parents 59% 36% General publicK-12 parents “The No Child Left Behind Act provides federal funds for school districts with poor children in order to close achievement gaps. It also requires states to set standards for education and to test students each year to determine whether the standards are being met by all students. In addition, No Child Left Behind provides funding to help teachers become highly qualified. It also provides addition- al funding and prescribes con- sequences to schools that fail to achieve academic targets set by their state.”

18 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 18 Q.14b Federal government should continue to provide funds to school districts with children from low-income families to help close gaps in student learning. Federal government should continue to make sure that high standards are set in order to ensure that school districts are being held accountable for student learning. Federal government should be involved in both funding and standards for accountability. Federal government should not be involved in either funding or standards for accountability. Support for Basic NCLB Provisions of Accountability and Funding General public

19 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 19 NCLB Values: Federal Funding Should Be Tied to Accountability Standards General public Q.17a Should standards and testing described by NCLB be required of all states that want federal money for education, or should states be able to opt out of the standards and testing and still get federal education money? Public school teachers Public Rejects NCLB Opt-Out States should NOT be allowed to opt out. States should be allowed to opt out. Public school administrators

20 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 20 Public, Administrators and Teachers Want Reauthorization General public K-12 parents Q.16 Public school teachers Public school administrators

21 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 21 Public Supports National Standards Teachers/Administrators Disagree General public Q.17b Public school teachers Public school administrators Should make NCLB more uniform by replacing 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 school accountability 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 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 22 Concern That States Might Set Low Standards Teachers/Admin Trust State Leaders General public Q.18b Public school teachers Public school administrators K-12 parents

23 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 23 Concern About the Federal Government Role in Education General public Q.18a Public school teachers Public school administrators K-12 parents Which concerns you more?

24 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 24 Reasons Against Reauthorization Teachers pressured to teach to test, neglect broad knowledge of subject Testing emphasis distorts priorities, teachers focus on students in trouble, neglect others Burdens state to identify poor schools, but no solutions/funding Emphasis on NCLB test scores/ replace individualized assessments Testing new English speakers doesn’t measure learning, penalizes schools with lots of these students Education has always been state/ local responsibility; in some cases NCLB overruled state reforms NCLB tests may label schools as failing and their students as low achievers, harming self worth 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 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 25 Reasons for Reauthorization NCLB testing identifies schools that need help with groups of students State standards are important step toward education excellence to compete in global economy NCLB tests useful to ensure students gets basics for promotion NCLB tests help public/leaders identify schools that need improving In reauthorization, NCLB could be improved with more assessments Give NCLB more time to see if it works, don’t reform every few years If not reauthorized, major setback for national education reform NCLB is rare case of Democrats and Republicans working together 62% 56% General public Very convincingFairly convincing Q.21a 61% 56% 55% 52% 46% 39% 53% among administrators Only reason a majority of teachers & admin find convincing

26 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 26 After the Arguments, Public Still Wants NCLB Reauthorized General public K-12 parents Q.22 Public school teachers Public school administrators Teacher Opposition Grows But Remains Minority

27 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 27 What to Do About Poorly Performing Schools

28 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 28 Views on Dealing With Poorly Performing Schools Administrators required to develop real change of plan More funding to hire teachers, lower class size, improve school Children able to get free tutoring from state-approved provider School day or year lengthened Children can transfer to another public school/free transportation Vouchers given for tuition at any public or private school School taken over/restructured with new administrators Do nothing: scores may reflect area’s economic/other factors Many teachers lose jobs/be replaced by other teachers General public who say each should happen in all/most cases when school performs poorly on NCLB tests for several years Q.23 Public school teachers 63% 71% 37% 21% 16% 14% 9% 20% 4% Public school admin 77% 61% 24% 29% 12% 1% 4% 14% 5%

29 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 29 Public’s 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 years General public who say each should happen in only some cases General public who say each should not happen in any cases School taken over/ restructured with new administrators Many teachers lose jobs/be replaced by other teachers 86% 72%

30 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 30 Public’s Views on Dealing With Poorly Performing Schools Q.23 41% More funding to hire teachers, lower class size, improve school 32% In all cases General public who say each should happen in all/most cases when school performs poorly on NCLB tests for several years General public who say each should happen in only some cases General public who say each should not happen in any cases

31 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 31 English-Language Learners

32 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 32 Most Want Flexibility for English-Language Learners General public Q.24 We should be flexible when it comes to English language learners. By allowing these students sufficient time to become capable in English, we are helping build their confidence and giving them an essential skill needed to be competitive going forward, even if it means that these students may fall behind their peers somewhat in other skills such as math and science. Public school teachers Strongly agreeSomewhat agree We should be firm when it comes to English- language learners. By allowing these students to take their time when learning English, we are leaving them at risk of being left permanently behind in other skills such as math and science with no clear way of getting them caught up to their peers, even if it means that these students may at times be uncomfortable because they cannot fully express themselves in English. Strongly agreeSomewhat agree Public school admin 58% 36% 77% 20% 77% 22% 67% 26% Hispanics

33 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 33 But Public Is Divided Over Their Test Scores Should be included Should be excluded for one to two years Q.25 46% 77% 85% Should English-language learners’ NCLB test scores be included in their school’s overall NCLB score? Public school teachers Public school admin Should be excluded for three/more years General public 43% Hispanics

34 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 34 Conclusions:  Public Support for NCLB Reauthorization Must Be Earned. ♦The public has lost focus. ♦The words have become a slogan. ♦But reintroduction and explanation will yield strong support. ♦It’s viewed as a needed reform that reflects the public’s values.

35 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 35 Conclusions:  Help for Struggling Schools ♦The public, teachers and administrators want changes. ♦Flexibility ♦Solutions for poorly performing schools ♦Give struggling schools the money they need.

36 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 36 Conclusions:  NCLB Is Not an End But a Means. ♦A building block to collect data needed for continued improvement. ♦Focus on the challenges ahead. ♦We must expect more of students, parents and schools. ♦Our continued success in the face of global competition depends on it.

37 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 37 Looking Beyond the Current Reauthorization Debate: Policymakers’ Views

38 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 38 Policymakers Speak: NCLB — The Challenges and Changes Ahead “Version 3.0, which is down the road, will be where you start to see the big shift, whether it’s things like national standards or really new forward-looking ways to doing accountability.… Version 3.0, which is not the one we’re ready for yet, I think the big shift will be the one after this where we may be in a position to really go in a new direction.”

39 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 39 Policymakers Speak: NCLB — The Challenges and Changes Ahead “The real challenge for us in the next ten years is to see how we can really help schools respond to the challenges that some of these reforms bring.… Support for schools to respond to those reforms, to respond to the demands that testing brings, to respond to the demands of teaching to one standard … to respond to the demands of closing the achievement gap and of what schools do once they find that pocket of students who are underperforming in their schools. That’s the real challenge.”

40 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 40 Policymakers Speak: NCLB — The Challenges and Changes Ahead “I don’t think NCLB is going to solve it because NCLB is a national framework, but ultimately, you’ve 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 we’ve got to look at what really are the rigors of the courses, how well are our students doing, and what’s the achievement level of our students that are measured by a national test.”

41 Confidential and Proprietary. Copyright © 2007 Educational Testing Service. 41 Many Believe Status Quo Will Have a Negative Impact on America Soon If changes are not made to our education system, will it have a negative impact on America’s global competitiveness and strength of our economy? If so, how soon? Q.26 General public Negative, but more than 10 years out Within a year 17% 59% Won’t have negative impact Negative impact within 10 years 3 to 5 years 19% 5 to 10 years 23%

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