Keeping Our Edge:

1. THE WINSTON GROUP P e t e r D & HART RESEARCH A S S O C I A T E S Keeping Our Edge: Americans Speak On Education & Competitiveness Listening. Learning. Leading.

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. Grading School Quality Listening. Learning. Leading.

4. Working well/some changes 67% teachers 71% administrators Assessing The Nation’s Schools How well do you think our K-12 schools are working? All adults Parents Q.6a

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

6. Grades For Nation’s Schools Remain At “C” Spring 2006 Education Professionals’/Leaders’ Report Card The Nation’s Schools Business/opinionleaders 1% 16% 56% 18% 1% 2.0 High schoolteachers 3% 34% 47% 9% 0% 2.3 High schooladministrators 3% 31% 53% 10% 0% 2.3 Collegefaculty 2% 18% 49% 23% 1% 1.9 A B C D F GPA Q.10a

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

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 have not moved/ chosen residence based on school district 54% We chose a residence based on the school district it is in 62% have transferred a child out of one school into a better school, or have moved/chosen a residence based on school district. Q.5

9. Very favorable Somewhat favorable Don’t know enough to form an opinion/neutral/not sure Somewhat unfavorable Very unfavorable Divided Views Of No Child Left Behind All adults 2005 45% favorable38% unfavorable Parents 2005 46% favorable39% unfavorable 58% 44% 43% 41% 39% 38% 34% 21% All adults K-12 parents High schoolstudents Business/opinion leaders Q.13

10. Very favorable Somewhat favorable Don’t know enough to form an opinion/neutral/not sure Somewhat unfavorable Very unfavorable Views Of No Child Left BehindAmong Education Professionals 74% 72% 66% HS teachers 2005 19% favorable75% unfavorable HS admin 2005 48% favorable43% unfavorable 29% 23% 17% High school administrators High school teachers Collegefaculty Q.13

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 challenged 12% high school teachers 17% high school administrators 2% college faculty 8% business/opinion leaders Moderate expectations/students somewhat challenged Low expectations/students not challenged High expectations/students significantly challenged All adults Q.12a

12. Public Thinks We All Could Do More For Students Ratings of selected groups’ efforts to help students get the most out of their school experience* Averagerating All adults 58% Teachers People in the community Students Parents Education policymakers,administrators, public officials 6.7 33% 5.6 31% 5.7 31% 5.5 31% 5.3 * 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

13. Each Group Rates Its Own Efforts Ratings of selected groups’ efforts to help students get the most out of their school experience* Averagerating Adults’ ratings of their community K-12 parents’ ratingsof parents HS teachers’ ratings of teachers HS students’ ratings of students HS administrators’ ratings of education policymakers, adminis-trators, public officials 33% 5.6 34% 5.6 90% 8.3 43% 6.1 75% 7.4 * 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

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

15. Raising Standards Listening. Learning. Leading.

16. Public Sees Room For Improvement All adults 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 73% 71% 70% 63% 58% 57% 55% 49% 46% 44% Q.15

17. Students See High SchoolsIn More Positive Light High school students 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 53% 39% 38% 36% 25% 31% 17% 16% 21% 19% Q.15

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 parents High school students Q.16a

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 teachers High school administrators Collegefaculty Business/opinionleaders Q.16a

20. 2005: Focus On The Middle Most important and productive focus for improving high school education All adults 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: Support students who are struggling; make high schools relevant to all in order to reduce the number of students who drop out

21. 2006: Students In The Middle Should Be The Highest Priority Proportions who regard selected problems with America’s high schools as the highest priority or a very big problem All adults 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 47% 14% highest priority 66% 24% highest priority 21% highest priority 63% Q.18

22. The Importance of Math and Science Listening. Learning. Leading.

23. Math And Science Are Key To Continuing America’s Success 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 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 Q.1c

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

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

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. What Would Encourage You To Take Harder Math/Science? One/two factors that would have persuaded me to take more challenging math/science classes in high school High schoolstudents 22% 12% 17% 12% 11% 24% 12% All adults 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

28. Best Reasons: To Get Good Jobs In The Modern Economy Adults rating each as a very/fairly convincing reason to take most advanced math and science classes possible in high school* 76% 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 70% 68% 65% * Ratings of 7 to 10 on 10-point scale: 10 = very convincing reason, 1 = not at all convincing reason Q.21

29. Modern Jobs Strong Reason For All Groups 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 All adults K-12 parents HS parents HS students HS teachers HS administrators College faculty Business/opinionleaders 76% 74% 79% 64% 81% 92% 92% 88% * Ratings on 10-point scale: 10 = very convincing reason, 1 = not at all convincing reason Q.21

30. Proposals for Reforming High Schools Listening. Learning. Leading.

31. Strongly favor Somewhat favor All Proposals Receive Support All adults 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% 92% 91% 88% 87% 85% Q.23

32. Strongly favor Somewhat favor All Proposals Receive Support All adults Statewide test on mastery of core subjects to graduate Smaller class size especiallyK-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% 81% 77% 77% 75% 73% Q.23

33. Strongly favor Somewhat favor Parental Involvement All adults 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% • 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. Q.23

34. Strongly favor Somewhat favor Teacher Quality All adults 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% • 77% of people who think schools need a complete overhaul strongly favor this proposal. 91% 85% 73% • 90% of high school administrators and 85% of high school teachers favor this proposal. Q.23

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

36. Strongly favor Somewhat favor Higher Standards All adults 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 88% • 93% of college faculty and 92% of business/opinion leaders favor this approach. 87% • 79% of students favor this approach. 81% Q.23

37. Strongly favor Somewhat favor Improve/Modernize Infrastructure All adults 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 81% • 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. 77% • 53% of Americans living in cities say they strongly favor this proposal, compared with 35% of suburbanites who say the same. 77% Q.23

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? 73% Somewhatnegativeimpact 25% 85% of college faculty, 82% of business/opinion leaders believe status quo will have negative impact. Very negativeimpact 48% Positiveimpact Won’t makea difference All adults Q.25

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? All adults 64% 5 to 10 years 28% 3 to 5 years 20% Within a year 16% Won’t havenegative impact Negative impact, but more than 10 years from now Negative impact, within 10 years Q.24

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. THE WINSTON GROUP P e t e r D & HART RESEARCH A S S O C I A T E S Keeping Our Edge: Americans Speak On Education & Competitiveness Listening. Learning. Leading.