Americans are convinced that math and science skills are crucial for the future, according to "Are We Beginning To See The Light?", a Public Agenda survey which found strong majorities who say there will be more jobs and college opportunities for students with those skills.
Research Studies: Education
- National Education Reports |
- State & Local Education Reports |
- Higher Education Reports |
- Additional Education Reports
Are We Beginning To See The Light?: Public And Parents Buy Into The Need To Ramp Up Math And Science Education But Most Still Think Their Local Schools Are Doing Fine
Nearly Three In Four Americans Say Bullying Is A Serious Problem In Their Local Schools:
Nearly three-quarters of Americans consider bullying and harassment a serious problem in their local public schools, though not as serious as illegal drugs and lack of respect for teachers, according to an April 2010 Public Agenda survey of adults including parents of children under age 18.
Thirty-five percent of all survey participants, and 39 percent of all parents, say they were bullied themselves when growing up. Eight percent of the public and 10 percent of parents say they were bullied "a lot."
A Time to Learn, A Time to Grow: California Parents Talk About Summertime And Summer Programs
A Public Agenda survey of over 1,200 parents in California, with interviews conducted in English and Spanish, finds a gap between what parents want for their children during the summer and the activities in which their children were able to participate. Majorities of parents said it is important for their child to partake in a variety of activities during the summer, not only spending time with family, but also participating in enriching activities, including academics.
Can I Get A Little Advice Here?: How An Overstretched High School Guidance System Is Undermining Students' College Aspirations
Based on a national survey of young adults ages 22 to 30, Can I Get A Little Advice Here? asks young Americans how much help they received from the high school guidance system when it comes to choosing a college or career or getting financial aid for college. In too many cases, young people tell us, the answer is "not much."
Squeeze Play 2010: Continued Public Anxiety On Cost, Harsher Judgments On How Colleges Are Run
Are college and universities doing all they can to keep costs under control? According to a report from Public Agenda and the National Center for Public Policy and Higher Education, six out of ten Americans believe that colleges mainly care about their own bottom lines instead of making sure that students have a good educational experience.
Convergence and Contradictions in Teachers' Perceptions of Policy Reform Ideas:
Educational reformers of all stripes have focused tremendous energy on thinking of ways to identify effective teachers and in turn recruit, retain, compensate, and support them. But what do teachers think of their ideas?
Research by Public Agenda and Learning Point Associates suggests that what teachers think are good indicators of effectiveness—and what they think will make them more effective—are not always aligned with current priorities in education policy.
With Their Whole Lives Ahead of Them:
Most young adults who started college but didn't finish left because they needed to work more to make ends meet, according to "With Their Whole Lives Ahead of Them", a survey designed to compare students who started, but didn't finish, their college education with those who received a degree.
Supporting Teacher Talent: The View From Generation Y
New research by Public Agenda and Learning Point Associates examining the views of Generation Y teachers shows that 71 percent are open to financial incentives for teachers who consistently work harder and put in more time and effort, with 25 percent "strongly" favoring such measures.
At the same time, only ten percent say student performance on standardized tests would be an "excellent" measure of teacher success.
Teaching for a Living: How Teachers See the Profession Today
Two out of five of American K-12 teachers appear disheartened and disappointed about their jobs, according to Public Agenda's Teaching for a Living study, conducted with Learning Point Associates and released in association with Education Week.
A Place to Call Home: What Immigrants Say Now About Life in America
Immigrants are holding fast to their belief that America remains the land of opportunity, according to a new Public Agenda study. Majorities of immigrants report they become comfortable in the United States quickly, even as ties to their birth country have become stronger since we last surveyed immigrants in 2002.
Campus Commons?: What Faculty, Financial Officers and Others Think About Controlling College Costs
With budgets under pressure and anxiety about whether college is accessible to all qualified students, a report by Public Agenda points to the need for policymakers, public higher education leadership, and faculty to work together to find ways to keep public higher education costs under control.
Focus groups and interviews for our report, Campus Commons? What Faculty, Financial Officers and Others Think About Controlling College Costs, shows differing concerns among the men and women who are running and teaching at public colleges.
Squeeze Play 2009: The Public’s Views on College Costs Today
Public Agenda's latest Squeeze Play survey finds many people feeling uneasy about a key element of the American dream: a college education. Even though a solid majority considers a college degree indispensable, even more say college is financially out-of-reach for many qualified students.
The Iron Triangle: College Presidents Talk about Costs, Access, and Quality
“The Iron Triangle” examines the views of more than two dozen college and university presidents who shared their thoughts with us in lengthy, one-on-one interviews. We found that in the view of many college and university presidents, the three main factors in higher education—cost, quality, and access—exist in what we call an iron triangle, and any change in one will inevitably impact the others. This is in opposition to the public, business and government leaders, who don't accept the idea that there is necessarily a reciprocal relationship between cost, quality, and access.
Sharing the Dream: How Faculty, Families and Community Leaders Respond to Community College Reform
This Public Agenda report, prepared for the "Achieving the Dream" initiative to close achievement gaps at the nation's community colleges, offers insight into how the initiative's goals will be received by critical stakeholders in and around community colleges.
Opportunity Knocks: Closing the Gaps between Leaders and the Public on Math, Science, & Technology Education
"Opportunity Knocks" reports findings from qualitative research conducted on parent and student attitudes about math, engineering, science, and technology education in the Kansas City region. The report builds on finding published in another Public Agenda report, "Important, but Not for Me" and explores how regional leaders can bridge the "urgency gap" by using language that emphasizes the concrete opportunities associated with improved math and science education and achievement.
Lessons Learned, Issue No. 3: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans: Teaching in Changing Times
Download our "Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans" series of reports: Issue No. 1: They're Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools; Issue No. 2: Working Without a Net: How Teachers from Three Prominent Alternate Route Programs Describe Their First Year on The Job; and Issue No. 3: Teaching In Changing Times.
A Mission of The Heart: Leaders in High-Needs Districts Talk about What It Takes to Transform a School
What does it really take to transform a troubled school into one where students thrive? What do principals actually do during the school day? What traits and skills do they consider essential to turning a struggling school around?
Out Before the Game Begins: Hispanic Leaders Talk About What’s Needed to Bring More Hispanic Youngsters Into Science, Technology and Math Professions
This Public Agenda report, prepared for IBM's summit on "America's Competitiveness: Hispanic Participation in Technology Careers," is based on in-depth interviews with 19 key leaders from vastly different fields and backgrounds. Nearly all of the interviewees said that when it comes to Hispanic and Latino students, the education pipeline is all but broken.
A Matter of Trust: Ten Key Insights From Recent Public Opinion Research on Attitudes About Education Among Hispanic Parents, Students and Young Adults
This Public Agenda report, prepared for IBM's summit on "America's Competitiveness: Hispanic Participation in Technology Careers," indicates that Hispanic families share the aspirations and anxieties of many other families nationwide, and yet also describe concerns, ideas, approaches and relationships with the public school system in ways that are sometimes distinctive.
Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans, Issue No. 2: Working Without a Net: How New Teachers from Three Prominent Alternate Route Programs Describe Their First Year on the Job
Download our "Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans" series of reports - Issue No. 1: They're Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools; Issue No. 2: Working Without a Net: How Teachers from Three Prominent Alternate Route Programs Describe Their First Year on The Job; and Issue No. 3: Teaching In Changing Times.
Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans, Issue No. 1: They're Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools
Download our "Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans" series of reports - Issue No. 1: They're Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools; Issue No. 2: Working Without a Net: How Teachers from Three Prominent Alternate Route Programs Describe Their First Year on The Job; and Issue No. 3: Teaching In Changing Times.
Important, But Not for Me: Kansas and Missouri Students and Parents Talk About Math, Science and Technology Education
There is growing consensus among the nation's business, government and higher education leaders that unless schools do more to train and nurture a whole new generation of young Americans with strong skills in math, science and technology, U.S. leadership in the world economy is at risk.
Our report, Important, But Not for Me, concludes that Kansas and Missouri parents and students didn't get the memo.
Squeeze Play: How Parents and the Public Look at Higher Education Today
A record number of Americans now say a college education is necessary for success in the workplace and the vast majority say costs should not prevent qualified students from attending. But more than half say college prices are rising faster than other expenses and 62 percent say many qualified students do not have the opportunity for a college education. Minority parents are significantly more concerned about college access. The report finds Americans are generally positive toward higher education, but there is evidence that this satisfaction is beginning to erode.
Reality Check 2006, Issue No. 4: The Insiders: How Principals and Superintendents See Public Education Today
The fourth in a series of Reality Check reports finds that most public school superintendents -– and principals to a lesser extent -– think local schools are already in pretty good shape. In fact, more than half of the nation's superintendents consider local schools to be "excellent." Most superintendents (77%) and principals (79%) say low academic standards are not a serious problem where they work. Superintendents are substantially less likely than classroom teachers to believe that too many students get passed through the system without learning.
Reality Check 2006, Issue No. 3: Is Support for Standards and Testing Fading?
The third in our series of Reality Check reports finds that five years into the implementation of the No Child Left Behind Act and over a dozen years into the so-called standards movement in American education, the public now sees these reforms as "necessary, but not sufficient."
This is consistent across a number of indicators among all groups surveyed by Public Agenda – parents, students, teachers and administrators.
Reality Check 2006, Issue No. 2: How Black and Hispanic Families Rate Their Schools
The second in a series of Reality Check reports finds that black and Hispanic students are more likely than their white counterparts to report "very serious" problems in their schools on both academic and social dimensions. Three in 10 black youngsters report very serious levels of disruption and unrest in their schools – not just "somewhat serious," but "very serious." Black students are twice as likely as white students to say that schools not getting enough money is a very serious problem in their community.
Reality Check 2006, Issue No. 1: Are Parents and Students Ready for More Math and Science?
The first in a series of Reality Check reports finds that parents and students do not share the concern of business and government leaders about flagging math and science skills. In fact, parents' concern about math and science achievement has actually declined since the mid-1990s. Only one quarter of high school students say lack of emphasis on science and math is a problem in their own school.
Life After High School: Young People Talk about Their Hopes and Prospects
This survey of young adults examines the decisions they make about work or college. We found the vast majority of young adults, of all races, strongly believe in the value of higher education. But the study raises questions about the shortage of high school counselors and the economic pressures felt by many young adults, especially minorities. The study also portrays the hit-or-miss career path experienced by those who enter the work force with a college or technical degree.
Teaching Interrupted: Do Discipline Policies in Today's Public Schools Foster the Common Good?
Teachers and parents say too many students are losing critical opportunities for learning -- and too many teachers are leaving the profession -- because of the behavior of a few persistent classroom troublemakers. Teachers in particular complain about the growing willingness of some students and parents to challenge teacher judgment and threaten legal action.
Changing the Conversation on Education in Connecticut: Changing the Conversation on Education in Connecticut
A report on ten years of public engagement on public education topics in over 75 communities across Connecticut. Supported by the William Caspar Graustein Memorial Fund, the report serves as a comprehensive case study of how public engagement can work in communities across America and discusses the specific accomplishments in Connecticut.
Nebraskans Weigh in on Essential Education Opportunities for All Students: A Focus Group Study
Public Agenda was asked by the Nebraska State Board of Education and the Nebraska Department of Education to help design and implement a public engagement process that would allow a cross-section of the state's citizens to comment on the Board's concept of an Essential Education. Toward that end, Public Agenda conducted focus groups and community conversations with over 370 parents, students, educators and members of the general public from roughly 25 districts throughout the state. Our findings are summarized in this report.
Public Attitudes on Higher Education: A Trend Analysis, 1993 to 2003
This analysis finds that parents of high school students are increasingly worried about access to college. African Americans and Hispanics are especially concerned about access. Among African Americans, there is a substantial increase in the number who say college education is a necessity. At the broadest level, however, attitudes about higher education have changed little, with the vast majority of Americans believing that a college education is more important than in the past and that we should not allow the price of higher education to keep qualified students out.
Rolling Up Their Sleeves: Superintendents and Principals Talk About What's Needed to Fix Public Schools
Public school superintendents and principals say their biggest headaches are funding and the time it takes to comply with a blizzard of local, state and federal mandates. Some 93 percent of superintendents and 88 percent of principals say their district has experienced "an enormous increase in responsibilities and mandates without getting the resources necessary to fulfill them." While unhappy with some of the specifics of the federal No Child Left Behind legislation, the vast majority of officials surveyed believe that the era of testing and accountability is here to stay.
Stand by Me: What Teachers Really Think About Unions, Merit Pay and Other Professional Matters
Public school teachers say they love their work and are confident in their ability to reach most students. But a majority feels that they are unfairly being held accountable when so much that affects learning is beyond their control. They acknowledge that some teachers shouldn't be teaching, but see unions and tenure as necessary protection against school politics and unfounded accusations by parents and students. Teachers are receptive to "merit pay" for those who work harder or in the most challenging schools, but not based on test scores or the subject they teach.
Where We Are Now: 12 Things You Need to Know About Public Opinion and Public Schools
A digest of a decade of Public Agenda opinion research on public education. Our review found that the standards movement is in full sway in American schools, and support for higher standards and accountability remains solid among teachers, parents and students. But beneath the surface, teachers are discouraged, administrators are besieged by politics and many teachers and students worry about an unruly, disrespectful and sometimes violent atmosphere in American high schools. Sponsored by Washington Mutual. Available for free download in Adobe Acrobat (PDF) format.
Attitudes About Teaching: Including the Views of Parents, Administrators, Teachers and the General Public
For this report, Public Agenda has reviewed and analyzed opinion research on teachers and teaching stretching back over the last decade. During this time, Public Agenda itself has conducted well over 20 major national opinion studies on public education, including over half a dozen examining teachers' views on their profession.
With Diploma in Hand: Hispanic High School Seniors Talk about their Future
Focus groups with Hispanic high school students suggest that some may be derailed on the road to higher education by low expectations from teachers, poor understanding of the admissions processes, and little adult support. The report is available through its sponsor, the National Center for Public Policy and Higher Education. 2003.
I'm Calling My Lawyer: How Litigation, Due Process and Other Regulatory Requirements Are Affecting Public Education
In this pilot study, many teachers and school administrators reported that the possibility of being sued or accused of abuse is ever present in their minds. Avoiding suits and fulfilling due process requirements is a time-consuming part of a principal or superintendent's job and many feel the requirements give unreasonable people a chance to get their way. Yet many educators say protecting children from abuse is a higher priority than reducing the threat of litigation.
COMMENTS:
I'm only a tax lawyer (by Anonymous, on March 22, 2010)
This obviously isn't my area of tax lawyer expertise! But as with anything else in life where you have the threat of legal eyes watching your every move, you are naturally going to feel that it will effect job performance. I'm sure there may be over zealous litigation, but with the deep pockets of a school board, I really think those cases are far and between. As for the amount of actual litigation to the conceived fear of litigation, I would wager that there is a definite wide gap. Just as other crime rates have stayed constant, just the reporting and sensationalizing of these types of crime by the media would lead people to believe their occurrence is happening at an alarming rate, when in fact they probably haven't budged for years. Bottom line, teachers have become baby sitters for non-caring parents. The problem those parents don't want to deal with is now placed in the lap of these teachers. With max-out classroom sizes, there isn't much that even the most competent teacher can do. Mike
This obviously isn't my area of tax lawyer expertise! But as with anything else in life where you have the threat of legal eyes watching your every move, you are naturally going to feel that it will effect job performance. I'm sure there may be over zealous litigation, but with the deep pockets of a school board, I really think those cases are far and between. As for the amount of actual litigation to the conceived fear of litigation, I would wager that there is a definite wide gap. Just as other crime rates have stayed constant, just the reporting and sensationalizing of these types of crime by the media would lead people to believe their occurrence is happening at an alarming rate, when in fact they probably haven't budged for years. Bottom line, teachers have become baby sitters for non-caring parents. The problem those parents don't want to deal with is now placed in the lap of these teachers. With max-out classroom sizes, there isn't much that even the most competent teacher can do. Mike
Ridiculous (by Anonymous, on August 13, 2009)
Not like the old days. Now you got to watch your back. Teachers and educators are not only the ones that have lawsuit in the back of their mind. We, as malpractice lawyers, at see this every day. All professionals who offer a service must worry about lawsuits. It is up to the attorney or medical professional to make their client understand the scope of their job. Good eye opening post.
Not like the old days. Now you got to watch your back. Teachers and educators are not only the ones that have lawsuit in the back of their mind. We, as malpractice lawyers, at see this every day. All professionals who offer a service must worry about lawsuits. It is up to the attorney or medical professional to make their client understand the scope of their job. Good eye opening post.
Reality Check 2002:
The fifth annual progress report on the academic standards movement finds widespread support among teachers and parents, while high school students seem to be adjusting comfortably to the new provisions. The report finds strong agreement on the role standardized tests can play and a broad consensus on how they should be used. But based on reports from teachers, parents and students, the impact of higher standards on promotion and graduation policies is mixed. Employers and college professors continue to voice considerable dissatisfaction with high school graduates' basic skills.
When It's Your Own Child: A Report on Special Education from the Families Who Use It
The stigma once attached to children with disabilities is disappearing, according to parents of special education students. Majorities also give their local special education programs and teachers high marks. But parents offer mixed views on whether the right kids are getting the right services, with most saying too many special-needs children lose out because their parents aren't aware of what's available. Some 65 percent say some children with behavior problems get misdirected into special ed. Funded by the Annie E. Casey Foundation, the Progressive Policy Institute and the Thomas B.
Sizing Things Up: What Parents, Teachers and Students Think About Large and Small High Schools
Parents whose children attend small high schools were more likely to praise academics and say struggling students get help, while parents whose children were in large schools reported more students falling through the cracks. Teachers say that large schools are more likely to be overcrowded but also provide more academic options. Students report many problems, such as drug and alcohol abuse, carry across large and small schools. But school size is not a major concern for any of the groups, and teachers say small class sizes are more important. 2002.
Meeting the Competition: College and University Presidents, Faculty, and State Legislators View the New Competitive Academic Arena
In interviews and group discussions with higher education officials and state legislators, we found a growing number say market forces and increased competition are reshaping academia. Yet there appear to be deep divisions between academics and legislators on how to respond. Many in higher education say disadvantaged students may be left out as institutions compete for the best students and most profitable programs with limited funding. Conducted for the Futures Project: Policy for Higher Education in a Changing World. 2002.
Just Waiting to Be Asked?: A Fresh Look at Attitudes on Public Engagement
School district leaders say they are eager for public engagement in educational decision making, but the venue they rely on most -- the school board meeting -- is primarily seen as a vehicle for the most vocal and disgruntled citizens. In this report, teachers, of all the groups surveyed, feel the most ignored. Parents and the public would like to see more community involvement, but two-thirds say they're comfortable leaving decisions to the professionals.
Trying to Stay Ahead of the Game: Superintendents and Principals Talk About School Leadership
School superintendents and principals say that good leadership can turn around even the most troubled schools, but that politics and bureaucracy too often stand in the way. Large majorities say they need more autonomy to reward good teachers and fire ineffective ones. More than half of superintendents say they have to work around the system to get things done, and more than half of principals say they feel so overwhelmed by day-to-day tasks that their ability to provide vision is stymied. 2001.
Reality Check 2001:
This fourth annual progress report on the academic standards movement finds that teachers, parents, students, employers, and college professors broadly endorse local initiatives to raise standards. Teachers report that social promotion is down and summer school attendance is up. And despite broad concern about a so-called backlash to standards and testing, Reality Check shows almost no desire to turn back the clock among parents and teachers.
Great Expectations: How the Public and Parents -- White, African American and Hispanic -- View Higher Education
For most Americans, a college education has replaced the high school diploma as the gateway to the middle class, and we found African American and Hispanic parents are significantly more likely than whites to emphasize the value of higher education, not less. The public's focus isn't just on the credential but on the personal growth, skills and perspective that students take away from a college education. The public seems confident that anyone who really wants to go to college can find a way. But people acknowledge that poor families have a tougher time.
A Sense of Calling: Who Teaches and Why
At a time of intense concern over the quality of the teaching force, this study shows that individuals entering the profession are admirably dedicated to their craft. Nonetheless, they, as well as the school administrators who supervise them, find fault with the curriculum in place at the nation's teaching colleges. 2000.
Survey Finds Little Sign of Backlash Against Academic Standards or Standardized Tests:
Recent news reports have suggested a growing backlash by parents in many communities against tougher school standards and standardized tests. In a national national survey of parents, Public Agenda found scant evidence to substantiate a backlash, even among parents in districts that are actually implementing higher academic standards. Few parents say they want to abandon higher standards, and most support standards even if it means their own child is held back. 2000.
Reality Check 2000:
This third annual survey on the state of school reform raises serious questions about what impact academic standards are having in classrooms nationwide. Published in the February 16, 2000, issue of Education Week. Full text available through the newspaper's Web site.
Doing Comparatively Well: Why the Public Loves Higher Education and Criticizes K-12
The first report to compare the public's perception of higher and lower education by examining the findings of a number of research projects. A report from The Institute for Educational Leadership, The National Center for Public Policy and Higher Education and Public Agenda. 1999. Available only by calling IEL at (202) 822-8405.
Public Engagement in Education:
Commissioned by the Ford Foundation, this paper defines public engagement and outlines the successful strategies for involving citizens: how to get beyond the "usual suspects, how to ensure civil but candid discussions, and how to develop action plans. Includes five case histories of communities from Maine to California.
Taking Responsibility: Leaders' Expectations of Higher Education
Much has been said and written about the high cost of higher education. This Public Agenda survey reveals that employers, professors, government officials and higher ed administrators are no less perplexed by another problem on the nation's campuses: too many freshmen are not ready to take on college-level course work.
On Thin Ice: How Advocates and Opponents Could Misread the Public's Views on Vouchers and Charter Schools
The debate over alternatives to traditional public education is now at political center stage. Although advocates and opponents are passionate about these proposals, most people polled did not know enough about the options to give a strong opinion. After being supplied with more information, most people felt that the alternatives would neither save nor destroy the public schools. 1999.
Playing Their Parts: Parents and Teachers Talk about Parental Involvement in Public Schools
What exactly does parental involvement mean to teachers and parents? Where do parents and teachers agree and disagree over what activities parents should be participating in? This study is based on two national surveys, one with 1,000 public school teachers and the other with 1,220 parents of children in public schools. 1999.
Reality Check '99:
The second annual education survey contrasts the varying perspectives of teachers, parents, students and employers on the quality of public schools. A new section on ways to make schools more accountable to the amount of learning taking place in their classrooms suggests that teachers dislike some ideas of the school reform movement. Reality Check '99 is included in the latest edition of Education Week's annual report, Quality Counts '99. It is available on the Web at http://www.edweek.org or by calling 301/280-3100 for a copy.
A Lot To Be Thankful For: What Parents Want Children to Learn About America
What should public schools teach children about being an American today? This ground-breaking study investigates native-born and foreign-born parents' beliefs on whether a set of "American values" should be taught to kids by the public schools and, if so, what this would mean. Among the issues examined are conflicts over curricula – "mainstream" versus multicultural approaches to history and literature, and the teaching of science and religion; views about the responsibilities and rights of citizenship; and attitudes toward diversity. 1998. Technical Appendix: $40.00.
The Price of Admission: The Growing Importance of Higher Education
Based on a nationwide telephone survey, this study explores Americans' views on the importance of higher education, its cost, and American's access to it. Prepared for the National Center for Public Policy and Higher Education, for copies call (408) 271-2699. Complete questionnaire results are available from Public Agenda for $20.00. 1998.
Summing It Up: A Review of Survey Data on Education and the National Education Goals
Conducted at the request of the National Education Goals Panel, this study analyzes recent public opinion research on education and the public schools, reviewing surveys conducted by a variety of respected national organizations. A special attempt has been made to locate and analyze recent opinion data on the eight national goals. Available on The National Education Goals Panel Web site at http://www.negp.gov or call 202-724-0015.
Time to Move On: African-American and White Parents Set an Agenda for Public Schools
This comprehensive national study takes an in-depth look at the views of black and white parents toward public school integration, academic standards, and student achievement as well as parental involvement, teacher quality, safety and discipline. 1998. Technical Appendix: $40.00.
Reality Check '98 Fully Annotated Survey Results:
Technical appendix of Reality Check containing complete survey questions and results.
Some Gains, But No Guarantees: How New York City's Employers Rate the Public Schools
Conducted on behalf of the New York City Partnership and Chamber of Commerce, this survey explores the views of the leaders of New York City-based businesses and nonprofits concerning the City's public schools and the young people graduating from them, and ways in which business could help. 1998.
Reality Check '98:
Surveys of 5 groups -- parents, students, K-12 teachers, employers and college professors -- find sharp differences on the impact of higher standards in the classroom. The debate about standards has caught hold, but has yet to produce results employers and college professors expect. Included in Education Week's Quality Counts '98. For copies call Education Week at (301) 280-3100 or visit their web site at http://www.edweek.org.
Getting By: What American Teenagers Really Think About Their Schools
Public high school students are the focus of this national telephone survey that examines how teens view their schools, teachers and the learning process. Special sections on African-American, Hispanic and private high school students are included. 1997. Technical Appendices (Jefferson County; Bay Area) $25.00 each.
Nebraskans' Views on School Standards: A Focus Group Study
This report examines what Nebraskans think about school standards and whether they want state-wide standards reform. It is based on eight focus groups held in four Nebraska cities. 1997.
What Our Children Need: South Carolinians Look at Public Education
Prepared for the South Carolina Department of Education, this comprehensive study examines how South Carolinians view their public schools. The differences among the public, educators and community leaders in how they look at their schools and what solutions they feel are most promising are identified. 1997. Copies are available on the South Carolina Department of Education's web site, www.state.sc.us/sde.
Different Drummers: How Teachers of Teachers View Public Education
This is the first comprehensive survey of the views of education professors from United States colleges and universities. Their vision of education and the mission of teacher education programs are explored including their attitudes toward core curriculum, testing, standards, and the public's parameters. 1997.
Good News, Bad News: What People Really Think About the Education Press
The role the media play in shaping perceptions of the public schools is a recurring theme in the ongoing debate over the quality of public education. Prepared for the Education Writers Association, this study explores the attitudes of the general public, parents with children in public schools, educators, and education reporters and editors, toward media coverage of education. 1997.
What Our Children Need: South Carolinians Look at Public Education
Prepared for the South Carolina Department of Education, this comprehensive study examines how South Carolinians view their public schools. The differences among the public, educators and community leaders in how they look at their schools and what solutions they feel are most promising are identified. 1997. Copies are available on the South Carolina Department of Education's web site, www.state.sc.us/sde.
Enduring Values, Changing Concerns: What Californians Expect From Their Higher Education System
A reassessment of the views of Californians concerning their higher education system since 1993's The Closing Gateway (see below). Which attitudes were enduring and which changed in response to new developments within the State are examined. Available at no charge from CHEPC. Fax requests to 408-271-2697. Ask for Report #97-1.
Lancaster Residents Look at Their Public Schools:
Examines the attitudes of Lancaster, Pennsylvania residents about their public schools. These citizens identify three main problems with their public schools and present ideas on how they believe these problems should be solved. 1997.
Committed to Change: Missouri Citizens and Public Education
This study focuses on how citizens of Missouri feel about public education. A comparison of the views of Missouri citizens to citizens of Connecticut, and the nation-at-large, is also included. 1996. Available from the Missouri Partnership for Outstanding Schools, 800-659-4044.
Americans' Views on Standards: An Assessment by Public Agenda
This report provides an in-depth review of Americans' attitudes about raising and enforcing higher academic standards in public schools. This assessment draws from Public Agenda's extensive archive of public opinion research on education as well as from research prepared by other prominent opinion analysts. 1996.
Given the Circumstances: Teachers Talk About Public Education Today
Public school teachers are the focus of this national study. Teachers' views on how the public schools are performing; what children need to learn; and what schools need to be effective are explored. 1996.
Attitudes Toward the St. Louis Public Schools:
Examines the views of St. Louis residents including teachers, principals and parents with children in St. Louis public schools. Issues such as safety, order, the basics, and higher academic standards are addressed. 1996.
COMMENTS:
lindbergh high school (by Anonymous, on December 16, 2008)
How is the saftey at this high school weapons etc.?
How is the saftey at this high school weapons etc.?
The Basics: Parents Talk About Reading, Writing, Arithmetic and the Schools
Based on ten focus groups around the country with parents of public school children, the public's concern with the basics is explored. The report includes what the public means by 'the basics' and why they are considered to be so important. 1995.
Assignment Incomplete: The Unfinished Business of Education Reform
This national study of the general public examines why support for public schools is in jeopardy; why Americans are so concerned with the basics; whether people are really committed to higher standards; and whether they value education in and of itself. 1995. Technical Appendix: $20.00
The Westchester School-to-Work Initiative: Prospects and Challenges
Based on a series of focus groups with Westchester principals, teachers, parents, and students, this report examines public attitudes about the Westchester School-to-Work Initiative. 1995. Available from the Westchester Education Coalition, 914-683-8045.
Professional Development for Teachers: The Public's View
Based on a series of focus group discussions, this pilot study looks at public attitudes toward teachers' professional development. 1995.
The Public's Capacity for Deliberation:
Based on seven citizen discussion groups held across the country on education, this study explores the capacity of diverse groups of citizens to come together, consider an issue and work through alternative choices for solving it. 1995.
Preserving the Higher Education Legacy: A Conversation with California Leaders
A follow-up to The Closing Gateway, this report is based on a series of in- depth interviews with 29 distinguished California leaders about California's higher education system. 1995. Available at no charge from CHEPC. Fax requests to 408-271-2697. Ask for Report #95-3.
Accomplishing Reform with Public Engagement: A Map of the Process
Prepared in collaboration with the Kettering Foundation, this map helps citizens and community groups who want to undertake reform but believe the public should or needs to be their partner if real change is to occur. Roadblocks a community might encounter are flagged. 1995.
The Broken Contract: Connecticut Citizens Look at Public Education
This study takes an in-depth look at Connecticut citizens' views on public education and why they hold these attitudes. 1994. Technical Appendix: $25.00
First Things First: What Americans Expect from the Public Schools
Based on an examination of the views of the general public, this national study looks at public attitudes toward values issues in the schools and toward education reform efforts. A special focus on the views of white and black parents, as well as parents identified as traditional Christians, is included. 1994. Technical Appendix: $20.00
The Closing Gateway: Californians Consider Their Higher Education System
Striking findings about Californians' and other Americans' views on the importance and accessibility of higher education are examined. 1993. Available at no charge from CHEPC. Fax requests to 408-271-2697. Ask for Report #93-6.
Math Leads the Way: Perspectives on Math Reform
This report looks at the views of math educators and other education professionals on math reform. Included is an examination of attitudes that could derail efforts to reform math education. 1993.
Effective Public Engagement:
Americans views toward proposals to set higher academic standards for students is explored. 1993. Available from the National Center on Education and the Economy, 202-783-3668. $5.00 for New Standards partners; $25.00 for non-partners.
Divided Within, Besieged Without: The Politics of Education in Four American School Districts
A major impediment to educational reform, political gridlock among education stakeholders, is examined. The report describes the substantial infighting and communication gaps among these groups and suggests ways for improving dialogue. 1993.
Educational Reform: The Players and the Politics
This study examines education stakeholders' views on the goals of education and the present performance of schools. 1992.
Crosstalk: The Public, the Experts, and Competitiveness
Public attitudes about competitiveness, education, and technology in the workplace are explored. The report identifies serious gaps in perspective between leaders and the general public. 1991.
Thank you for assembling a valuable data set on a critical topic- retention. I have been activley involved in this area for the past 15 years and would like to ask if your raw data are available for additional collaborative study. Specifically, by grouping all of the subsectors of postsecondary education together we lose some valuable insights. What I would like to either do my self or suggest that you do is to separate the data first between public community colleges and public four year universities. I have done this in Florida and the results are very different and thus the strategies to improve are also. It is my experience that the strategies for success are very different for community college students than they are for university students.