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.
Research Studies: Education
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Supporting Teacher Talent: The View From Generation Y
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.
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.
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. But our new 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. 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.
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.
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.
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.
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.
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.
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.
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.
Reality Check '98 Fully Annotated Survey Results:
Technical appendix of Reality Check containing complete survey questions and results.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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