1. Copyright © 2006 Educational Testing Service Keeping Our Edge: HART RESEARCH P e t e r D ASSOTESCIA & THE WINSTON GROUP Listening. Learning. Leading. Americans Speak On Education & Competitiveness

2. Copyright © 2006 Educational Testing Service 2 Research Methods  Surveys were conducted May 22 – June 8, 2006, among 1,215 adults nationwide, including 703 members of the general public and 512 parents of K-12 students (301 parents of public high school students), and among 150 high school administrators, 150 high school teachers, 231 public high school students, 151 college faculty, and 151 business and opinion leaders. 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.  Seven focus groups were conducted from late April through early May 2006: two groups in Richmond, VA; two in Encino, CA; one in Rosemont, IL; and two in Atlanta, GA. One group each was conducted among male high school students, female high school students, parents of middle and high school students, high school teachers, high school administrators, college professors, and business leaders and HR professionals. In addition, seven in- depth-interviews were conducted among leading competitiveness experts.

3. Copyright © 2006 Educational Testing Service 3 Grading School Quality Listening. Learning. Leading.

4. Copyright © 2006 Educational Testing Service 4 Assessing The Nation’s Schools All adultsParents How well do you think our K-12 schools are working? 67% teachers 71% administrators Working well/ some changes Q.6a

5. Copyright © 2006 Educational Testing Service 5 Grades For Nation’s Schools Remain At “C” A B C D F GPA 2001 2% 18% 51% 16% 3% 2.0 2003 2% 29% 47% 13% 2% 2.2 2004 2% 20% 48% 14% 3% 2.0 2001 8% 35% 33% 13% 4% 2.3 - - - - - - All adults - - - - - - Parents The Public’s Report Card The Nation’s Schools Spring 2006 2006 5% 26% 45% 14% 4% 2.1 2005 4% 27% 46% 12% 2% 2.2 2005 3% 23% 46% 15% 4% 2.1 2006 5% 26% 44% 15% 5% 2.1 Q.10a

6. Copyright © 2006 Educational Testing Service 6 Grades For Nation’s Schools Remain At “C” A B C D F GPA High school teachers 3% 34% 47% 9% 0% 2.3 Education Professionals’/Leaders’ Report Card The Nation’s Schools Spring 2006 Q.10a High school administrators 3% 31% 53% 10% 0% 2.3 College faculty 2% 18% 49% 23% 1% 1.9 Business/ opinion leaders 1% 16% 56% 18% 1% 2.0

7. Copyright © 2006 Educational Testing Service 7 Grades For One’s Own Schools Better – Still Not Great Parents’/Students’ Report Card My Children’s School/My High School Spring 2006 A B C D F GPA 2001 27% 38% 25% 6% 3% 2.8 2004 24% 43% 21% 7% 3% 2.8 2005 30% 42% 20% 5% 2% 2.9 2006 23% 43% 24% 5% 1% 2.9 - - - - - - - All K-12 parents - - - - - - - Public high school parents 18% 49% 23% 5% 3% 2.8 High school students 19% 52% 20% 7% 2% 2.8 Q.7a,b/Q.9

8. Copyright © 2006 Educational Testing Service 8 Many Parents Believe They Have Exercised Choice In Schools Public school parents We moved to a different residence to be in a different school district We chose a residence based on the school district it is in We have not moved/ chosen residence based on school district 62% have transferred a child out of one school into a better school, or have moved/chosen a residence based on school district. 54% Q.5

9. Copyright © 2006 Educational Testing Service 9 Divided Views Of No Child Left Behind All adultsK-12 parentsHigh school students Business/opinion leaders Don’t know enough to form an opinion/neutral/not sure Very favorableSomewhat favorable Very unfavorableSomewhat unfavorable Q.13 43% 41% 44% 39% 34% 38% All adults 2005 45% favorable 38% unfavorable Parents 2005 46% favorable 39% unfavorable 58% 21%

10. Copyright © 2006 Educational Testing Service 10 Views Of No Child Left Behind Among Education Professionals High school teachers College faculty Q.13 23% 72% 17% 74% HS teachers 2005 19% favorable 75% unfavorable HS admin 2005 48% favorable 43% unfavorable High school administrators 29% 66% Don’t know enough to form an opinion/neutral/not sure Very favorableSomewhat favorable Very unfavorableSomewhat unfavorable

11. Copyright © 2006 Educational Testing Service 11 Few Believe High School Students Are Challenged Perceptions of academic expectations for students in public high schools in the nation as a whole High expectations/ students significantly challenged Moderate expectations/ students somewhat challenged Low expectations/ students not challenged High expectations/ students challenged 12% high school teachers 17% high school administrators 2% college faculty 8% business/opinion leaders All adults Q.12a

12. Copyright © 2006 Educational Testing Service 12 Public Thinks We All Could Do More For Students Teachers People in the community Students Parents Education policymakers, administrators, public officials All adults 58% 6.7 33% 5.6 Ratings of selected groups’ efforts to help students get the most out of their school experience* * Ratings on 10-point scale: 10 = put in as much effort as they can, 5 = put in only enough effort to get by, 1 = don’t put in much effort at all Q.11 31% 5.7 31% 5.5 31% 5.3 Average rating

13. Copyright © 2006 Educational Testing Service 13 Each Group Rates Its Own Efforts Adults’ ratings of their community K-12 parents’ ratings of parents HS teachers’ ratings of teachers HS students’ ratings of students HS administrators’ ratings of education policymakers, adminis- trators, public officials 90% Ratings of selected groups’ efforts to help students get the most out of their school experience* * Ratings on 10-point scale: 10 = put in as much effort as they can, 5 = put in only enough effort to get by, 1 = don’t put in much effort at all Q.11 43% 75% 34% 33% 5.6 8.3 6.1 7.4 Average rating

14. Copyright © 2006 Educational Testing Service 14 However, Most Students Describe Selves As Motivated/Hard-Working Feel motivated and inspired to work hard in school High school students Q.10b,c Don’t feel motivated Do you feel motivated/inspired to work hard in school? How much effort do you put into school work? High school students Great deal of effort (9-10) Quite a bit of effort (7-8) (Ratings on 10-point scale) Less effort (1-6) 78%

15. Copyright © 2006 Educational Testing Service 15 Raising Standards Listening. Learning. Leading.

16. Copyright © 2006 Educational Testing Service 16 Public Sees Room For Improvement All adults 73% 71% 70% 63% 58% 57% 55% 49% 46% 44% Support struggling students/ prevent dropouts Enable students to compete globally for tech jobs Engage bored students/ prevent dropouts Maintain high standards/ challenge all students Training/skills to enter workforce Measure schools to ensure students learning Teach basics: math, science, writing Prepare students for college Challenge/push best students Choice of classes to meet individual needs Q.15

17. Copyright © 2006 Educational Testing Service 17 Students See High Schools In More Positive Light High school students 53% 39% 38% 36% 25% 31% 17% 16% 19% 21% Q.15 Support struggling students/ prevent dropouts Enable students to compete globally for tech jobs Engage bored students/ prevent dropouts Maintain high standards/ challenge all students Training/skills to enter workforce Measure schools to ensure students learning Teach basics: math, science, writing Prepare students for college Challenge/push best students Choice of classes to meet individual needs

18. Copyright © 2006 Educational Testing Service 18 Reforming Elementary Schools Is Highest Priority For Most When it comes to training our best students to complete globally, at which level would changes make the biggest difference? All adults K-12 parents High school students Q.16a High school parents

19. Copyright © 2006 Educational Testing Service 19 Reforming Elementary Schools Is Highest Priority For Most When it comes to training our best students to complete globally, at which level would changes make the biggest difference ? High school administrators High school teachers College faculty Business/opinion leaders Q.16a

20. Copyright © 2006 Educational Testing Service 20 All adults 2005: Focus On The Middle Most important and productive focus for improving high school education The top: Challenge top students so those going on to college or high- skilled jobs are ready to compete in the global economy The middle: Raise standards in high schools so a diploma means more and students are not getting passed through the system without the skills they need for college and work The bottom: S upport students who are struggling; make high schools relevant to all in order to reduce the number of students who drop out

21. Copyright © 2006 Educational Testing Service 21 2006: Students In The Middle Should Be The Highest Priority Gifted students who aren’t being challenged/ are not ready to compete globally Students getting passed through the system without the skills they need for college/work Struggling students who drop out of high school All adults 66% Q.18 47% 63% Proportions who regard selected problems with America’s high schools as the highest priority or a very big problem 14% highest priority 24% highest priority 21% highest priority

22. Copyright © 2006 Educational Testing Service 22 The Importance of Math and Science Listening. Learning. Leading.

23. Copyright © 2006 Educational Testing Service 23 Math And Science Are Key To Continuing America’s Success Math, science, and technology skills Reasoning and problem-solving Writing and communicating effectively Understanding other people’s history and culture Creative thinking Speaking and understanding foreign languages Which one or two skills taught in high school will be most important to America’s ability to compete in the global economy? All adults Q.1c

24. Copyright © 2006 Educational Testing Service 24 People Understand Importance Of High School Math/Science All adultsHigh school students Q.17a,b 71% 28% How important is what you learned/are learning in high school math and science classes to your life after high school? 76% 24%

25. Copyright © 2006 Educational Testing Service 25 Students Should Take Most Advanced Math/Science Available All adultsHigh school students Q.16c,d 84% 14% How important is it for students to take the most advanced math and science classes they can each and every year of high school? 83% 15%

26. Copyright © 2006 Educational Testing Service 26 All Groups Wish They Had Taken Tougher Math/Science All adults K-12 parents High school parents High school teachers High school administrators College faculty Business/opinion leaders Q.17c

27. Copyright © 2006 Educational Testing Service 27 What Would Encourage You To Take Harder Math/Science? More qualified/engaging HS math/science teachers More qualified/engaging math/science teachers in elementary/middle school Best jobs today require/ reward math/science skills Requiring more high level math/science to graduate Allowing advanced students to take college classes Need these skills to be successful in career Most recent grads wish they had taken more math/science in high school Q.19a,b One/two factors that would have persuaded me to take more challenging math/science classes in high school All adults High school students 22% 12% 17% 12% 11% 24% 12%

28. Copyright © 2006 Educational Testing Service 28 Best Reasons: To Get Good Jobs In The Modern Economy In today’s economy, jobs in technical fields are growing five times faster than others: if students don’t improve their skills in math and science, they may be first U.S. generation worse off than their parents While U.S. students are learning how to use computers, their competition in China, Japan, and India are learning how to design computers: if U.S. students continue to fall behind, they will end up working for foreign companies instead of creating their own companies American students are falling behind in critical fields such as math, science, and engineering: if this continues, we will lose out on high- skill jobs, will become dependent on innovation/workers in other countries, over time our economy will weaken Taking advanced math and science helps students learn analytical thinking they will need to succeed in any career Adults rating each as a very/fairly convincing reason to take most advanced math and science classes possible in high school* * Ratings of 7 to 10 on 10-point scale: 10 = very convincing reason, 1 = not at all convincing reason Q.21 76% 70% 68% 65%

29. Copyright © 2006 Educational Testing Service 29 Modern Jobs Strong Reason For All Groups * Ratings on 10-point scale: 10 = very convincing reason, 1 = not at all convincing reason Q.21 76% 74% In today’s economy, jobs in technical fields are growing five times faster than others: if students don’t improve their skills in math and science, they may be first U.S. generation worse off than their parents 79% 81% 92% 88% All adults K-12 parents HS parents HS students HS teachers HS administrators College faculty Business/opinion leaders 64%

30. Copyright © 2006 Educational Testing Service 30 Proposals for Reforming High Schools Listening. Learning. Leading.

31. Copyright © 2006 Educational Testing Service 31 All Proposals Receive Support Increase parent involvement: appeals to limit TV/videos, more discipline/love of learning Ensure teachers expert in subject: more training/ certification test Emphasize real-world learning: work study, community service, vocational courses Overhaul hiring: more teachers with passion/talent; master teachers, mentors, rewards More resources, smaller classes, raise expectations for students at risk of dropping out More academically rigorous standards: focus on college prep, honors, AP/IB classes Attract math/science teachers to most challenging school through financial incentives 93% 92% 91% 88% 87% All adults Strongly favorSomewhat favor Q.23 85%

32. Copyright © 2006 Educational Testing Service 32 All Proposals Receive Support Statewide test on mastery of core subjects to graduate Smaller class size especially K-6, expand after-school, even if cost is thousands per pupil Increase per-pupil spending in low-income schools, even if takes $$ from richer schools Federal funding for computers/ computer training, even if taxes significantly raised More college courses/work apprenticeships available in HS, even if fewer core classes Dramatically increase teacher salaries to hire/retain qualified teachers, even if taxes increase 81% 77% All adults Strongly favorSomewhat favor Q.23 77% 75% 73%

33. Copyright © 2006 Educational Testing Service 33 Parental Involvement More parent involvement with children’s education: appeal to them to limit TV/ video game time, instill discipline and love of reading and learning 93% All adults Strongly favorSomewhat favor Q.23  97% of high school teachers and 95% of high school administrators favor increased parental involvement.  93% of K-12 parents favor parents’ being more involved.  Only 65% of high school students favor this.

34. Copyright © 2006 Educational Testing Service 34 Teacher Quality Ensure teachers expert in subject: more subject matter training, subject certification test Hire teachers of passion, talent, curiosity, who will instill love of learning; master teacher ladder to reward teaching as career More students pursuing math/science by attracting math and science teachers through financial incentives esp. to challenging schools Dramatically increase salaries to hire/retain qualified teachers, even if education costs/taxes substantially increase 92% 73% All adults Strongly favorSomewhat favor 85% 91%  77% of people who think schools need a complete overhaul strongly favor this proposal. Q.23  90% of high school administrators and 85% of high school teachers favor this proposal.

35. Copyright © 2006 Educational Testing Service 35 Real-World Learning Greater emphasis on real-world learning by allowing students to participate in work study, community service, and vocational courses 92% 75% All adults Strongly favorSomewhat favor More college courses/work apprenticeships available to high school students, even if it means students spend less time learning core curriculum Q.23  82% of high school students favor this approach.  64% of high school teachers favor this approach.

36. Copyright © 2006 Educational Testing Service 36 Higher Standards 88% All adults Strongly favorSomewhat favor More resources, lower class size, raise expecta- tions for students at risk of dropping out, to challenge and inspire them More academically rigorous standards for high school, more emphasis on college prep, honors, AP/IB courses Ensure students master core subjects by requiring them to pass statewide test before they can receive HS diploma 87% 81% Q.23  93% of college faculty and 92% of business/opinion leaders favor this approach.  79% of students favor this approach.

37. Copyright © 2006 Educational Testing Service 37 Improve/Modernize Infrastructure 81% All adults Strongly favorSomewhat favor Lower number of students per teacher (especially in elem. school), expand after-school programs, even if this adds several thousand to per-pupil cost Higher per-pupil spending in low-income areas for books, facilities, better teachers, even if takes tax money from richer areas Federal funds to modern- ize buildings, computers, technical learning aids, train teachers/students, even if upgrades mean significant tax increase 77% Q.23  59% of Americans who want a complete overhaul of schools strongly favor this, while just 41% of those who think the schools are fine or need only some changes strongly favor it.  53% of Americans living in cities say they strongly favor this proposal, compared with 35% of suburbanites who say the same.

38. Copyright © 2006 Educational Testing Service 38 Status Quo Would Have Negative Impact On America If 25 years from now high schools haven’t changed, what effect will this have on America’s ability to compete? Won’t make a difference Very negative impact 48% Somewhat negative impact 25% 73% Positive impact All adults Q.25 85% of college faculty, 82% of business/opinion leaders believe status quo will have negative impact.

39. Copyright © 2006 Educational Testing Service 39 Most Believe Negative Impact Will Be Felt 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? Negative impact, but more than 10 years from now Within a year 16% 64% Won’t have negative impact All adults Q.24 Negative impact, within 10 years 3 to 5 years 20% 5 to 10 years 28%

40. Copyright © 2006 Educational Testing Service 40 Conclusions  Math and science are crucial  Americans view math and science as vital to our ability to maintain an edge in the global economy.  “Good Enough” is not good enough  We view our public schools as somewhat better than average but do not feel they are providing students with the skills necessary to compete for jobs in the expanding global economy.  The need for inspirational leadership  The public is eager for someone to assume a leadership position and ask all Americans – students, parents, teachers, administrators, employers, the entire community – to help transform our public schools.  A call to action  Americans are calling for higher academic standards for schools and teachers and more challenging experiences for students.

41. Copyright © 2006 Educational Testing Service Keeping Our Edge: HART RESEARCH P e t e r D ASSOTESCIA & THE WINSTON GROUP Listening. Learning. Leading. Americans Speak On Education & Competitiveness