The folks at PDK and Gallup apparently had so much to report in this year’s annual poll of public attitudes toward public schools, they had to release it in two parts. Part 1, which we summarized here, addressed the Common Core state standards and perceptions about public schools more generally. Part 2, released this week, focuses primarily on public attitudes about the teaching profession. What they have to say should provide comfort to beleaguered teachers.
First, nearly two-thirds of the public expresses “trust and confidence in the men and women teaching children in the public schools.” The study’s authors note that this represents a decline from previous years. Nonetheless, it must be a refreshing show of support for teachers who have many reasons to feel beat up by the punditry.
The public also recognizes the key role teachers play in student learning and by large margins would welcome policies to bolster their preparation and training. A full 81% believe prospective teachers should be required to “pass board certification” similar to that for other professionals like doctors and lawyers on top of their college degree in order to be licensed to teach. Likewise, 60% thought that there should be higher entrance requirements into teacher prep programs at the front end. The majority also support the idea of requiring a longer period of supervised practice before teachers take charge of their own classrooms. A plurality of 44% thought such a bridge period should last one year with 27% saying new teachers need two (see chart).
Political affiliation had almost no effect on opinions about teacher preparation. Republicans, Democrats and Independents alike called for increasing rigor. Not so when asked about teacher evaluation, however, possibly in response to growing political controversy over new evaluation policies that are based in part on teachers’ impact on student learning. Nationally, 61% of the public opposes evaluations that include “how well a teacher’s students perform on standardized tests.” Yet only 50% of Republicans were opposed compared to 68% of Democrats. Interestingly, overall opposition to using evaluation in this way is much higher now than it was just two years ago when slightly less than half of the overall public thought it was a bad idea.
Similar party-affiliation gaps were evident when pollsters asked about the purposes of evaluation: 86% of Democrats said using evaluation to help “teachers improve” was “very important” compared to 71% of Republicans. In contrast, Republicans were much more favorable to linking evaluation to salaries or bonuses: 51% of Republicans said this was “very important” compared to only 41% of Democrats.
Other questions explored whether the public thinks their schools need to change “to meet today’s needs” and if so, how. More than half (58%) said that schools need to change compared to 47% who though so in 2006. The biggest needed change the public would like to see is a greater emphasis on career-technical education: 60% “strongly agreed” that “high school students should receive more education about possible career choices” while 32% said the same about placing “more emphasis” on college preparation for all.
This doesn’t necessarily mean that the public thinks career education is more important than college readiness. It could indicate that they think high schools are doing ok with college prep but they need to do more to get students ready for work. But either way, the message is clear that the public is looking toward high schools to make sure all graduates are able to thrive in the new workplace.
Along those lines, CPE’s Jim Hull has been analyzing work and other outcomes for the group of high school graduates who do not go to a two- or four-year college. His findings should produce some valuable insights into what career-readiness should look like. His first report will be released in the next two weeks so stay tuned. — Patte Barth