The Imagine Nation Findings from a Nationwide Survey of 1,000 Likely Voters January 15, 2008

1. The Imagine Nation Findings from a Nationwide Survey of 1,000 Likely VotersJanuary 15, 2008

2. 2 Methodology Strategic Summary Key Findings Public Education Public Education Curricula Arts and the Imagination in Education Skills and Habits that Come Through an Education in the Arts Candidate Support Education Funding Priorities Messages Imagination Constituency Table of Contents

3. 3 Methodology

4. 4 Methodology Lake Research Partners (LRP) designed and administered this survey, which was conducted by phone using professional interviewers. The survey reached a total of 1, 000 likely registered voters nationwide. The survey was conducted December 15th to 20th, 2007. Telephone numbers for the base sample were drawn from a random digit dial sample (RDD). The sample was stratified geographically based on the proportion of voters in each region. The data were weighted slightly by gender, party ID, age, education, race, parental status, union household status, and region in order to ensure an accurate reflection of the demographic configuration of this population. The margin of error for the sample is +/- 3.1%. In interpreting survey results, all sample surveys are subject to possible sampling error; that is, the results of a survey may differ from those that would be obtained if the entire population were interviewed. The size of the sampling error depends upon both the total number of respondents in the survey and the percentage distribution of responses to a particular question.

5. 5 Strategic Summary

6. 6 Strategic Summary Thematic Overview The majority of voters believe that it is extremely important to have good public schools nationwide, but there is also concern that public education in the United States is behind what is offered to students in other parts of the world and that we devote less attention to developing the imagination, creative skills and innovation than other nations. Voters recognize the importance of incorporating building capacities of the imagination that lead to innovation in core courses. They believe that focusing on the imagination and the arts will better address the demands of a 21st century workforce and success in a global, knowledge-based economy. They also believe it will better prepare children for life. Imagination Constituency There is a distinct imagination constituency that not only overwhelmingly attaches importance to building the capacities of the imagination, but also shows greater dissatisfaction with public schools today than voters overall. These are swing voter who are distributed across the country. They are very engaged in voting this issue, and, like voters overall, particularly engaged against a candidate who would cut funding for the imagination.

7. 7 Strategic Summary Teaching Imagination Notwithstanding the value voters place on building capacities of the imagination, less than half of voters nationwide say that schools today are doing a good job teaching students imagination and creative skills. Voters also feel that America devotes less attention than other nations to developing imagination and creative and innovation skills. There is a sense that teaching skills of the imagination has decreased in the past decade, and voters are worried about this decline. Part of this decline can be attributed to the focus on more standardized testing, which voters see as discouraging the imagination and creative skills in students. Voters, and the �imagination� constituency in particular, reject that the basics and technology alone prepare students for success in the 21st century. Imagination and creative skills are part of the basics. However, there is some caution around language that talks about a �primary� focus rather than �sole� focus around the basics, as there can be some buy-in around an argument that basics should be the primary focus. Voters push back strongly on leaving the imagination for outside the classroom. Voters feel an education in the arts makes a major contribution to participating in a group or being a team player, developing the imagination, learning to set goals, and respecting multiple values and perspectives.

8. 8 Strategic Summary Messages Messages about how developing the imagination and creative skills will help prepare students for a life of success and also strengthen our community and democracy proves effective. Parents are especially persuaded by this argument. In addition, voters respond to how the capacity to be creative and imagine what is possible serves as a catalyst for momentous advances in science, medicine and other fields. The �imagination� constituency especially responds to the message that imagination is required to be innovative and creative, creating a potential to envision advances in science, medicine, or other fields in the 21st century. Messaging around business leaders� support for the imagination and ensuring a creative workforce proves less compelling to voters.

9. 9 Key Findings

10. 10 Key Findings � Public Education Most voters say it is extremely or very important to them personally to have good public schools (94 percent important, 64 percent extremely important). Parents and the imagination constituency are more likely to say that good public schools are personally important to them (parents: 96 percent, 70 percent; imagination constituency: 95 percent, 73 percent). Parents with children in public schools and parents with younger children are among those most likely to say having good public schools is extremely important to them personally (both 74 percent extremely important). Fifty six percent of the electorate believe that public education in the United States is behind what is offered to students in other parts of the world, like Europe and China (21 percent very far behind). Parents with children 13 or older are among those most likely to say we are very far behind (27 percent). Voters split on the issue of schools teaching students the skills they need to be competitive in the workforce (47 percent agree to 49 percent disagree). The imagination constituency is more likely than voters overall to express disagreement around whether or not students have the skills they need upon graduation (42 percent agree to 52 percent disagree). The electorate is slightly more likely to say that students do not have the skills they need because schools are not teaching the right skills (44 percent not teaching the right skills, 38 percent schools teaching the right skills but not doing a good job). Parents are more likely to point to not teaching the right skills (47 percent to 35 percent).

11. 11 Key Findings � Public Education Curricula More than half of voters think that it is extremely or very critical to incorporate building capacities of the imagination that lead to innovation into core courses (62 percent, mean 7.9). Upon re-ask, the electorate is slightly more likely to say this, with 66 percent thinking that it is extremely or very critical (mean 8.1). While almost two thirds of voters think that is is extremely or very important to have imagination and creative skills taught in school, most do not think that these skills are being taught extremely or very well (mean important 8.0, mean well 5.4). The imagination constituency is more likely to say that teaching these skills is extremely important and also more likely to say that schools are not doing a good job teaching them (82 percent extremely important, 33 percent not well). The majority of the electorate see a decline in teaching skills of the imagination over the past ten years (56 percent decreased, 31 percent decreased a lot). The imagination constituency is more likely to say this teaching has decreased (62 percent, 41 percent). Parents with children between the age of 6 and 12 are more likely than parents with children of other ages to think teaching skills of the imagination has decreased a lot (under 6: 31 percent decreased a lot, 6-12: 37 percent, 13-18: 28 percent). Most who acknowledge this decline are worried about it, with 35 percent saying they are very worried (80 percent worried). Voters with post graduate degrees are among the most likely to be very worried (53 percent).

12. 12 Key Findings � Public Education Curricula Voters, especially parents, believe that standardized testing discourages developing the imagination and creative skills in students (total: 56 percent discourages; parents: 61 percent). All demographic subgroups say that standardized testing net discourages developing the imagination and creative skills. Both voters overall and parents, however, are less likely to think that public education today discourages developing the imagination and creative skills (total: 38 percent discourages; parents: 35 percent discourages). Voters, especially those in the imagination constituency, think it is both possible to teach imagination and creative skills and imagination and innovation in schools (total � imagination and creative skills: 84 percent yes, imagination and innovation: 82 percent yes; imagination constituency � imagination and creative skills: 92 percent yes, imagination and innovation: 92 percent yes). Parents, however, feel schools are better equipped to teach imagination and creative skills than imagination and innovation (86 percent yes and 78 percent yes respectively). When compared to other nations, the electorate thinks America devotes less attention to developing the imagination and innovation and developing the imagination and creative skills. However, voters feel even stronger about innovation (imagination and creative skills: -8, 42 percent less attention, 16 percent much less attention; imagination and innovation �21, 50 percent, 19 percent). Voters see imagination as contributing to the demands of the 21st century workforce, both when framed as focusing on the arts and building capacities. Comparing a series of statements on instruction of just the basics for students versus instruction of an education of the arts alongside the basics, voters are more than three times as likely to prefer the latter. More than half of voters say they strongly favor the statements that blend technology and the basics with an education in the arts or one that encourages developing the imagination

13. 13 Key Findings � Arts and the Imagination in Education Voters are most responsive to statements that link imagination to success in today�s knowledge economy and the 21st century, with more than half strongly agreeing with these statements. Republican men are especially receptive to these statements, with about two thirds strongly agreeing. In total, almost nine in ten agree that using the imagination is important to innovation and one�s success in a global knowledge-based economy (89 percent agree, 59 percent strongly) and essential to success in the 21st Century (86 percent agree, 58 percent strongly). Statements that discuss combining the basics with the arts or the cultivation of the imagination are also compelling, with over half of voters strongly agreeing. Further, the majority of the electorate strongly agrees that an education in and through the arts provides students with the opportunity to develop their imagination. While voters reveal strong support for an education that balances the basics with developing the imagination and inclusion of the arts, there is a more pronounced divide among the electorate, including the imagination constituency, when asked if basic competence, such as reading and math, should be the �primary focus� of learning without regard to skills that develop the imagination.

14. 14 Key Findings � Skills and Habits that Come Through an Education in the Arts Forty-one percent of voters overall say the arts make a major contribution to participating in a group and being a team player. Two thirds of the imagination constituency (67 percent) think that the arts make a major contribution to learning this skill. Across all of the skills and habits tested, the �imagination� constituency is more likely than voters overall to say that the arts make a major contribution to each skill or habit. Voters also believe that the arts make a significant contribution to learning how to set goals and achieve them, respecting multiple values and perspectives, and developing the imagination (major contribution: 36 percent, 35 percent and 34 percent, respectively). Not surprisingly, the imagination constituency holds particularly intense views (59 percent, 58 percent, 65 percent). African American voters are especially likely to think that the arts make a major contribution to respecting multiple values and perspectives (50 percent major contribution). Forty five percent of mothers say that an an education through the arts makes a major contribution to developing the imagination.

15. 15 Key Findings � Skills and Habits that Come Through an Education in the Arts Voters overall, parents, and the imagination constituency are more likely to say that the arts make a major contribution to developing the imagination than they are to say the arts make a major contribution to visualizing new possibilities for thought and action. Fewer than one in four think the arts make a major contribution to visualizing new possibilities for thought and action (23 percent). One third of voters nationwide say that the arts make a major contribution to managing challenges and overcoming frustration and failure, as well as being able to concentrate on a task. However, over half of the �imagination� constituency believes that these skills and habits are affected by the arts in a major way. Thirty percent of voters find that the arts make a major contribution to using multiple ways of learning and communicating experiences and information.

16. 16 Key Findings � Candidate Support Voters overall and the imagination constituency, in particular, show a willingness to vote based on a candidate�s position on funding for building capacities of the imagination among students in public schools. Fifty seven percent of voters say they would be more likely to vote for a candidate who came out in support of more funding (29 percent much more likely). The imagination constituency shows even more intensity, with 48 percent saying they would be much more likely to vote for such a candidate (72 percent likely). The electorate is even more willing to punish a candidate who votes to cut funding for building capacities of the imagination. Thirty six percent of voters say they would be much less likely to vote for a candidate who cut funding (57 percent less likely). Once again, the imagination constituency shows the greatest intensity, with 54 percent saying they would be much less likely to vote for a candidate who cut this type of funding (73 percent less likely). A candidate�s decision to cut funding for the imagination has an effect on seniors as well: while only 22 percent say they would be much more likely to vote for a candidate who supported more funding, 31 percent say they would be much less likely to vote for a candidate who cut funding.

17. 17 Key Findings � Education Funding Priorities In an engaged debate where voters are asked to choose between funding for the basics or a more comprehensive approach to education, voters lean handily on the side of focusing on both basics and the arts. Among voters overall and the imagination constituency, the arguments in favor of well-rounded knowledge and developing comprehensive workforce skills prove equally compelling (total � basic skills: 30 percent, well-rounded knowledge: 53 percent/basic skills: 30 percent, workforce skills: 55 percent; imagination constituency � basic skills: 27 percent, well-rounded knowledge: 58 percent/basic skills: 25 percent, workforce skills: 57 percent.) Parents, however, find the former argument slightly more convincing (basic skills: 28 percent, well-rounded knowledge: 57 percent/basic skills: 30 percent, workforce skills: 52 percent). The workforce skills argument is also especially compelling to seniors (62 percent).

18. 18 Key Findings - Messages All of the tested messages work well among voters, with over three-quarters of voters finding all of the messages convincing. Importantly the top tier messages for voters overall are also the top tier messages for voters in the �imagination� constituency. The most persuasive messages emphasize making sure students are prepared for life, and that the capacity to be innovative and creative is essential to major advances in science, medicine, and other fields in the 21st century. The �Prepared for Life� message discusses how students who develop their imaginations will have fulfilling lives and strengthen communities. The �Innovation� and �Man on the Moon� messages discuss how the capacity to envision advances is a precursor to making progress and reaching our full potential. The majority, if not more, of voters find these messages very convincing, with almost nine in ten saying they are very or somewhat convincing. The strongest message among parents is �Prepared for Life� (90 percent convincing, 58 percent very convincing). Among the �imagination� constituency, the most compelling message is �Innovation,� with almost two thirds of these voters finding it very convincing (94 percent convincing, 65 percent very convincing). Overall, the �imagination� constituency is more likely than voters overall to say that each of the messages is very convincing. Messaging around business leaders and analysts� claims about the importance of imagination, innovation, and creativity, and language around developing a creative workforce proves least persuasive to voters and generate considerably less intensity, though still over three quarters of voters find these messages convincing.

19. 19 Public Education Other issues aside, the overwhelming majority of voters say that it is important to them personally to have good public schools in the nation. The public also believes education in the United States is falling behind other countries.

20. 20 Having good public schools is important to most voters, though intensity is greatest among parents and the imagination constituency. Thinking about all the other issues, honestly, how important is it to you personally to have good public schools in the nation � extremely important, very important, somewhat important, a little important, or not important at all?

21. 21 Parents, especially those with children in public school, African Americans and college educated women are among those most likely to say that having good public schools is personally important to them. Those most likely to say that having good public schools is extremely important to them personally include: Teachers union households (76 percent extremely important) Voters age 65-69 (75 percent) Parents with children in public school* (74 percent) Parents with children age 5 and under (74 percent) Weak Democrats (73 percent) New England voters* (73 percent) Younger women (72 percent) College-educated women (72 percent) African American women* (71 percent) Mothers (72 percent) Mountain voters* (70 percent) *Small n size

22. 22 Most voters believe that public education in the United States is behind what is offered to students in other parts of the world. Overall, would you say that public education in the United States is ahead of what is offered to students in other parts of the world, like Europe and China, behind what is offered to students in other parts of the world, or the same as what is offered to other students? (If ahead/behind, Ask: Is that very far ahead/behind or somewhat ahead/behind?)

23. 23 Voters split around whether or not schools today are teaching students the skills they need to be competitive in the workforce. Do you agree or disagree that schools today teach students the skills they need to be competitive in the workforce once they graduate? (If agree/disagree, Ask: Is that strongly/not so strongly?)

24. 24 Parents, especially, attribute students� inability to be competitive in the workforce to schools not teaching the skills that students need. The imagination constituency, however, is split over the source of this problem. Would you say the problem is more that the schools are not teaching the skills that students need or that schools are teaching the right skills, but they are not doing a good job teaching them?* *Asked only of respondents who disagreed that schools today were teaching students the skills they need to be competitive in the workforce once they graduate

25. 25 Interestingly, Independent swing voters are more likely than Republicans and Democrats to fault schools for not teaching the skills that students need. Would you say the problem is more that the schools are not teaching the skills that students need or that schools are teaching the right skills, but they are not doing a good job teaching them?* *Asked only of respondents who disagreed that schools today were teaching students the skills they need to be competitive in the workforce once they graduate

26. 26 Gen X voters are among those in the electorate most likely to think that students are not competitive in the workforce once they graduate because schools are not teaching the right skills. Those most likely to say that schools are not teaching students the right skills include: Midwestern men* (56 percent) Independent men (53 percent) Voters under 50, especially voters age 30-39* (52 percent and 61 percent, respectively) Parents with children 12 and under (52 percent) East North Central voters (50 percent) Voters living in small towns* (50 percent) *Small n size

27. 27 Public Education Curricula Voters recognize the value of having imagination and creative skills taught in schools, and the majority of voters do NOT see schools teaching these skills well.

28. 28 Almost two thirds of voters say that it is critical to incorporate building the capacities of the imagination that lead to innovation into core courses. On a scale that goes from 0 to 10 where 0 is not at all critical and 10 is extremely critical, how critical is it to incorporate building the capacities of the imagination that lead to innovation into core courses?

29. 29 Voters overall, especially parents, are even more likely to say incorporating building the capacities of the imagination into core courses is extremely critical at the end of the survey. RE-ASK: On a scale that goes from 0 to 10 where 0 is not at all critical and 10 is extremely critical, how critical is it to incorporate building the capacities of the imagination that lead to innovation into core courses?

30. 30 While younger men and women hold similar views about the building capacities of the imagination at the onset, younger women prove more likely than men to say this is extremely critical upon re-ask. On a scale that goes from 0 to 10 where 0 is not at all critical and 10 is extremely critical, how critical is it to incorporate building the capacities of the imagination that lead to innovation into core courses?

31. 31 Voters most likely to shift toward saying that incorporating building capacities is extremely critical include: Younger Midwestern voters (24 percent increase) Parents with children age 6-12 (22 percent) Younger Northeastern voters (22 percent) Mothers (20 percent) Midwestern women (18 percent) and Northeastern women (20 percent) Younger women (19 percent) African Americans (19 percent) Professionals (19 percent) Twenty seven percent of voters shift toward saying that incorporating building capacities of the imagination into core courses is critical.

32. 32 From the onset, an overwhelming majority of voters believe that is important for imagination and creative skills to be taught in school, with one third saying it is extremely important. This is significantly stronger among the imagination constituency. On a scale that goes from 0 to 10, where 0 is not at all important and 10 is extremely important, how important do you think it is for imagination and creative skills to be taught in school?* *Split sampled question

33. 33 Voters 75 and older, African Americans and college educated women are most likely to say that it is extremely important for imagination and creative skills to be taught in school. Those most likely to say that it is extremely important for imagination and creative skills to be taught in school include: Voters 75 and older* (44 percent give a �10�) Independent women* (44 percent) Mothers (42 percent) Western voters (42 percent) African Americans* (41 percent) College educated women (40 percent) *Small n size

34. 34 Most do not think that schools are doing a very good job of teaching imagination and creative skills to students today. Less than one in five voters say that schools are teaching imagination and creative skills extremely or very well, while a quarter to a third say poor. On a scale that goes from 0 to 10, where 0 is not well at all and 10 is extremely well, how well do you think schools are teaching imagination and creative skills to students today?* *Split sampled question

35. 35 There is a disconnect between the importance voters place on teaching imagination and creative skills and how well they think schools are teaching these to students today.

36. 36 Voters, especially the imagination constituency, think that teaching skills of the imagination has decreased in the past ten years. Across demographic subgroups, voters believe that teaching these skills has net decreased. Do you think teaching the skills of the imagination has increased or decreased in the past 10 years? (If increased/decreased, Ask: Is that a lot or a little?)

37. 37 Parents of children age six through twelve are most likely to think teaching skills of the imagination has decreased a lot over the past decade. Do you think teaching the skills of the imagination has increased or decreased in the past 10 years? (If increased/decreased, Ask: Is that a lot or a little?)

38. 38 Among voters who think that teaching skills of the imagination is on the decline, over one third say they are very worried about this. More than half of the imagination constituency say they are very worried about the decline. How worried are you by this � very worried, somewhat worried, a little worried, or not worried at all?* *Asked only of respondents who thought teaching the skills of the imagination has decreased a lot or a little in the past ten years

39. 39 Voters split around the effects of public education on developing the imagination and creative skills in students and strongly believe that standardized testing discourages developing these skills. Do you think that public education today encourages or discourages developing the imagination and creative skills in students?* *Split sampled question Do you think that standardized testing encourages or discourages developing the imagination and creative skills in students?*

40. 40 Women, especially college-educated women, younger women and moms, are among those most likely to think that standardized testing discourages teaching imagination and creative skills. College-educated men, however, are among voters most likely to think this about public education equally. Those most likely to think that public education today discourages teaching imagination and creative skills include: African Americans* (49 percent discourages) Voters under 30* (47 percent) College-educated men (47 percent) Unmarried childless men* (45 percent) Older Midwestern voters* (45 percent) Those most likely to think that standardized testing discourages teaching imagination and creative skills include: College-educated women (72 percent discourages) Younger Southern voters* (71 percent) Younger women (67 percent) Voters age 30-39* (66 percent) Weak Democrats* (62 percent) Mothers (62 percent) Parents with children 5 and under* (62 percent)

41. 41 Voters widely believe it is possible to teach imagination, creative skills and innovation in schools. Parents are slightly less intense. Do you think it is possible to teach imagination and creative skills in schools?* *Split sampled question Do you think it is possible to teach imagination and innovation in schools?*

42. 42 Voters say that America devotes less attention than other nations to developing the imagination, creative skills and innovation. They are particularly likely to say this about developing imagination and innovation, especially parents and the imagination constituency. Do you think that America devotes more attention or less attention than other nations to developing the imagination and creative skills? (If more/less attention, Ask: Is that much more/less or somewhat more/less?)* *Split sampled question Do you think that America devotes more attention or less attention than other nations to developing the imagination and innovation skills? (If more/less attention, Ask: Is that much more/less or somewhat more/less?)*

43. 43 The electorate overwhelmingly sees imagination as contributing to the demands of the 21st century workforce. The imagination constituency particularly responds to the language of �focus on the arts.� How much would an additional focus on building capacities of the imagination alongside science, technology, and math better address the demands of the 21st century workforce � a great deal, somewhat, a little, or not at all?* *Split sampled question How much would an additional focus on the arts, such as music, visual arts, theater, and dance, alongside science, technology, and math better address the demands of the 21st century workforce � a great deal, somewhat, a little, or not at all?*

44. 44 Voters are very receptive to curricula that brings the basics and technology as well as the arts and developing the imagination into the classroom. Basics alone v. Imagination + basics It is more important to teach the basics to all students and leave imagination for outside the school environment OR Building capacities of the imagination that lead to innovation is just as important as the basics for all students in the classroom � Technology alone v. Technology + arts � Science, technology, engineering, and math are the only subjects that teach students the skills and values necessary to promote innovation. OR An education in and through the arts, along with science and math, is critical to provide students with the opportunity to develop imagination and promote innovation. � Basics alone v. Basics + art � Being taught the basics alone adequately prepares students for success in the 21st century. OR The basics in conjunction with the arts, such as music, visual arts, theater, and dance, help prepare students for success in the 21st century.

45. 45 Over six in ten voters strongly believe that building capacities of the imagination that lead to innovation is just as important as the basics for all students in the classroom.

46. 46 Parents prove similar to voters nationwide, overall and in the intensity they show around the more comprehensive statements.

47. 47 Comprehensive statements that include the basics alongside building capacities of the imagination are even more likely to resonate with the imagination constituency.

48. 48 The language about technology and the arts resonates the least among African American voters, but still a majority say they strongly agree with the statement. They respond more to language about the arts and basics.

49. 49 Arts and the Imagination in Education Voters are most responsive to statements that link imagination to success in today�s knowledge economy and the 21st century.

50. 50 Almost nine in ten agree that using the imagination is important to innovation and one�s success in a global knowledge-based economy and essential to success in the 21st Century. Now I am going to read you some things people have said about arts and imagination in education and I want you to tell me if you agree or disagree with each statement. [If agree/disagree, Ask: Is that strongly/not so strongly agree/disagree].

51. 51 Parents and the imagination constituency are more likely than voters overall to strongly agree that an education in and through the arts provides students with the opportunity to develop their imagination. Language about the imagination being critical for success in today�s economy is also compelling to them. Across demographic groups, these prove to be the top statements. Parents respond most to: An education in and through the arts provides students with the opportunity to develop their imagination. (91 percent agree, 60 percent strongly agree) Using the imagination is important to innovation and one�s success in a global, knowledge-based economy. (89 percent 57 percent) Imagination is essential to success in the 21st Century. (84 percent, 56 percent) The imagination constituency responds most to: An education in and through the arts provides students with the opportunity to develop their imagination. (94 percent agree, 71 percent strongly agree) Using the imagination is important to innovation and one�s success in a global, knowledge-based economy. (92 percent, 67 percent) Imagination is essential to success in the 21st Century. (91 percent, 67 percent)

52. 52 Statements that discuss combining the basics with the arts or the cultivation of the imagination are also compelling, with over half of voters strongly agreeing. Now I am going to read you some things people have said about arts and imagination in education and I want you to tell me if you agree or disagree with each statement. [If agree/disagree, Ask: Is that strongly/not so strongly agree/disagree].

53. 53 Just under half of voters strongly agree with statements that identify how standardized testing inhibits full development of the imagination in students and that connect the arts with the ability to adapt in a global economy. Now I am going to read you some things people have said about arts and imagination in education and I want you to tell me if you agree or disagree with each statement. [If agree/disagree, Ask: Is that strongly/not so strongly agree/disagree].

54. 54 There is a more pronounced divide among the electorate, including the �imagination� constituency, when asked if basic competence, such as reading and math, should be the �primary focus� of learning without regard to skills that develop the imagination. Voters do not want to exclude the imagination but the language �primary focus� pulls more over. Now I am going to read you some things people have said about arts and imagination in education and I want you to tell me if you agree or disagree with each statement. [If agree/disagree, Ask: Is that strongly/not so strongly agree/disagree].

55. 55 Skills and Habits that Come Through an Education in the Arts When asked to rate skills and habits that are influenced by the arts, voters say that the arts make a major contribution to participating in a group and being a team player.

56. 56 Four in ten voters say that the arts make a major contribution to participating in a group and being a team player. Voters see a variety of other skills affected as well. Now let me read you some items that are often cited as skills and habits that may come through an education in the arts. On a scale of 0 to 10, where 10 means the arts make a major contribution to learning this skill and 0 means the arts do not at all contribute to learning this skill, and you can be anywhere in between?

57. 57 Like voters overall, parents find that the arts are most likely to make a major contribution to participating in a group and being a team player. The imagination constituency see the arts as making a major contribution to both participating in a group and being a team player and developing the imagination.

58. 58 African American voters are much more likely than their white counterparts to think that the arts make a major contribution to respecting multiple values and perspectives and managing frustration and failure.

59. 59 Seniors are more likely than those under 65 to say that the arts make a major contribution to being able to concentrate on a task. Younger people associate the arts more with developing the imagination.

60. 60 Candidate Support Voters nationwide see building capacities of the imagination as politically salient: they are more likely to vote for a candidate who supports more funding for this and less likely to vote for a candidate who would cut funding for this effort.

61. 61 The electorate proves more likely to punish a candidate who cuts funding, with higher intensity among those who say they would be much less likely to vote for a candidate who cut funding. The imagination constituency, comprised of swing voters, will vote the issue. If a candidate for elected office came out in support of more funding for building the capacities of the imagination among students in public schools, would that make you more or less likely to vote for that candidate or wouldn�t it make a difference? [If more/less likely, Ask: Is that much/somewhat?]* *Split sampled question If a candidate for elected office voted to cut funding for building the capacities of the imagination among students in public schools, would that make you more or less likely to vote for that candidate or wouldn�t it make a difference? [If more/less likely, Ask: Is that much/somewhat?]*

62. 62 Independent voters also prove more reactive to a candidate�s decision to cut funding for building the capacities of the imagination. If a candidate for elected office came out in support of more funding for building the capacities of the imagination among students in public schools, would that make you more or less likely to vote for that candidate or wouldn�t it make a difference? [If more/less likely, Ask: Is that much/somewhat?]* *Split sampled question If a candidate for elected office voted to cut funding for building the capacities of the imagination among students in public schools, would that make you more or less likely to vote for that candidate or wouldn�t it make a difference? [If more/less likely, Ask: Is that much/somewhat?]*

63. 63 A candidate�s platform or voting history on developing the imagination is particularly important to Western voters. Northeastern voters are more likely to react to a candidate cutting funding for building the capacities of the imagination in schools. If a candidate for elected office came out in support of more funding for building the capacities of the imagination among students in public schools, would that make you more or less likely to vote for that candidate or wouldn�t it make a difference? [If more/less likely, Ask: Is that much/somewhat?]* *Split sampled question If a candidate for elected office voted to cut funding for building the capacities of the imagination among students in public schools, would that make you more or less likely to vote for that candidate or wouldn�t it make a difference? [If more/less likely, Ask: Is that much/somewhat?]*

64. 64 Across age groups, voters under 65 are more likely than seniors to vote for a candidate that supports funding for building capacities of the imagination and also more likely to punish a candidate who votes to cut funding. Seniors are also much more likely than voters under 65 to say a candidate�s support for the imagination would make no difference.  If a candidate for elected office came out in support of more funding for building the capacities of the imagination among students in public schools, would that make you more or less likely to vote for that candidate or wouldn�t it make a difference? [If more/less likely, Ask: Is that much/somewhat?]* *Split sampled question

65. 65 Education Funding Priorities In an engaged debate, when voters are asked to choose between focusing education funding on the basics and complementing the basics with an education that encourages students to be imaginative, creative and innovative, voters support the more comprehensive approach.

66. 66 Voters overwhelmingly favor a comprehensive approach to education that includes imagination, even in an engaged debate. Some/other people say that the crisis facing public schools across the country requires that we focus our attention and public spending on fixing crumbling infrastructure, increasing teacher salary, providing students with books and computers, and, ultimately, making sure that our students are fully competent in the basic skills, such as reading, math, and writing, necessary to succeed in the workforce. � [Well-Rounded Knowledge] Some/other people say that Americans expect new results from education, including developing the basic skills and the ability to be imaginative, creative and innovative. One way of developing these skills is an education that stimulates creativity, builds capacities of the imagination that lead to innovation, and provides the ability to adapt to ever changing circumstances. OR [Workforce Skills] Some/other people say that an education focused only on basic skills, such as reading, writing and math, may not be providing students with the essential skills to succeed in the 21st century. Americans expect new results from education, including developing these basic skills and the ability to be imaginative, creative and innovative.

67. 67 Among voters overall and the imagination constituency, the arguments in favor of well-rounded knowledge and developing comprehensive workforce skills prove equally compelling. Parents, however, find the well-rounded knowledge argument slightly more compelling. The imagination constituency finds both persuasive. Focus on funding basics only v. Well-rounded knowledge* Focus on funding basics only v. Workforce skills*

68. 68 Not surprisingly, the basic skills argument wins out among those who do not think incorporating building capacities of the imagination is critical as well as voters who are neutral.

69. 69 Seniors are among the voters most likely to find the workforce skills language persuasive. The �well-rounded knowledge� argument is most compelling among: Professionals (64 percent) Weak Democrats* (63 percent) Older Western voters* (62 percent) Voters from small towns* (62 percent) Voters age 50-64 (60 percent) Voters under 30* (60 percent) Pacific voters* (60 percent) College graduates (59 percent) *Small n size The �workforce skills� argument is most compelling among: Weak Democrats* (70 percent) Midwestern men* (67 percent) Parents with children 5 or younger* (65 percent) Voters with a post-graduate degree* (64 percent) Voters age 30-39* (63 percent) Seniors (62 percent) College men (62 percent) Democratic men (62 percent) Independent women* (60 percent) Professionals (60 percent)

70. 70 Messages All of the tested messages work well among voters, with over three-quarters of voters finding all of the messages convincing. Importantly the top tier messages for voters overall are also the top tier messages for voters in the imagination constituency. The strongest messages tap into big values about preparing youth for life and innovation for the country in the 21st century.

71. 71 The most persuasive messages emphasize making sure students are prepared for life and that the capacity to be innovative and creative is essential to major advances in science, medicine, and other fields in the 21st century. [PREPARED FOR LIFE] Education should not just prepare students for the workforce, it should also help them succeed and be fulfilled in their lives, including being active members of their communities and our democracy. Students who develop their imaginations and creative skills will be rewarded throughout their lives and strengthen our community and democracy. � [INNOVATION] Imagination is what is required to be innovative and creative. Unless we develop and train capacities of the imagination, we cannot reach our full innovative and creative potential, which includes the potential to envision advances in science, medicine and other fields in the 21st century. � [MAN ON THE MOON] Advances in science and technology helped put a man on the moon, but it was creativity and imagination that were behind the vision to even consider such a momentous idea. The capacity to be creative and imagine what is possible, even in space, is critical to ensure even more momentous advances in science, medicine and other fields in the 21st century.

72. 72 More than half of voters are receptive to messaging about how education should not just prepare students for the workforce, it should also help them succeed and be fulfilled in their lives. The electorate also responds to language about the link between the imagination and advances in science and other fields.

73. 73 In a second tier, with just under half of voters saying they are very convincing, are messages that compare the United States to other countries and describe the importance of imagination, innovation and creativity to our world leadership role. [OTHER COUNTRIES] Success in a knowledge-based economy will depend on the ability to create, to innovate, and to think beyond the basics. Countries in Asia and Europe are already incorporating imaginative learning methods and using the arts as a mechanism to drive innovation. If we neglect the imagination, we will fall behind these other countries. � [GLOBAL LEADER] Imagination, innovation, and creativity have been the foundation that moved the United States into a world leadership role. In today�s economy, an education focused only on the �so-called� basics may not be providing students with the skills essential for success and continued world leadership in the 21st century. To maintain our competitive edge, we need to balance instruction of the basics with encouraging our children to be creative and develop their imaginations. � [STIFLING] Often today, education is stifling and losing children. Arts, music and similar courses can engage a number of children who will be missed otherwise in learning and in school. Through these courses, we can help a number of children stay in school and learn a variety of skills and habits they need for life.

74. 74 Framing the importance of developing the imagination against how status in the world is compelling, too, with just under fifty percent of voters saying that these messages are very convincing.

75. 75 Messaging around business leaders and analysts� claims about the importance of imagination, innovation, and creativity, and language around developing a creative workforce prove least persuasive to voters and generate considerably less intensity, though still over three quarters of voters find these messages convincing. [BUSINESS LEADERS] Business leaders and analysts tell us that imagination, innovation, and creativity are the primary skills that will keep America competitive in the global economy. But the arts, which are crucial to developing these skills, are considered the frills in the curriculum. Their role in developing the imagination must be restored to schools. � [CREATIVE WORKFORCE] Developing the skills of the imagination provides students with the workforce skills to be innovative and creative, skills essential to a knowledge-based economy. In an era of insurmountable progress and discovery, a static foundation of facts and material skills no longer suffices. Instead, our economy rewards ingenuity

76. 76 While still convincing overall, language about business leader buy-in and maintaining a creative workforce is less persuasive to voters.

77. 77 The imagination constituency is most receptive to the innovation message while parents prove similar to voters overall.

78. 78 Republican voters respond to messaging about how imagination, creativity and innovation can help the United States maintain our competitive edge in the world.

79. 79 Younger voters find the man on the moon message most compelling, followed by prepared for life.

80. 80 Imagination Constituency They are swing voters.

81. 81 The imagination constituency comprises 30 percent of voters nationwide. Fifty four percent of these voters are women. Their geographic distribution is similar to voters overall. Over half of voters in the imagination constituency are swing voters, that is voters not identifying strongly with either party. Seventy four percent are under the age of 65. The majority of these voters are married (59 percent). Thirty percent of voters in the imagination constituency have children ages eighteen or younger. Among parents in the imagination constituency, more than half have children 12 or younger.

82. 82 The vast majority of voters in the imagination constituency say they are almost certain to vote in the elections this November.

83. 83 Three in ten are strong Democrats, and 18 percent are strong Republicans.

84. 84 Approximately four in ten voters in the imagination constituency have a college or post graduate degree.

85. 85 Parents in the imagination constituency are more likely than parents in the electorate to have children under the age of six.