Poll: Summary of Findings

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(October 2002)

This summary highlights the major findings of a nationally representative telephone study conducted among 504 American adults 18 years of age or older who live in urban communities or school districts, as defined by the U.S. Census Bureau and the National Center for Education Statistics, US Department of Education.

The poll was conducted by Global Strategy Group for the Annenberg Institute for School Reform at Brown University. The margin of error for the study is +/- 4.4% at the 95th percent confidence interval level.

The poll represents a detailed account of American opinion toward urban public schools and assesses attitudes about the role of school districts in reforming public education.

The major conclusions of the study are as follows:

1. Americans who live in urban communities give urban schools in this country a failing grade. Too many urban schools are struggling and urban Americans are worried that many students -- if not most -- are not receiving a quality education. More >
   
   
2. Urban Americans approve of better standards and holding schools accountable, but believe that these measures do not go far enough to improve our struggling urban schools. The consensus view is that struggling urban schools need more than "quick-fix solutions"; Urban Americans say that these schools will never improve unless we provide them with the funding and specialized help they desperately need. More >
   
   
3. Urban Americans believe that ALL children have a right to a quality education and this is why they reject "one school at a time" approaches to improving urban schools. There is a strong preference for district-wide solutions that target all schools within a community. More >
   
   
4. Urban Americans want school districts to assume a leadership position in ensuring that all schools in a community offer a quality education to every single student. There is a strong desire among urban Americans for districts to work closely and collaboratively with community members and organizations in making this goal a reality. More >
   
   
5. Urban Americans are generally favorable to Bush's No Child Left Behind Act but worry about its implication for struggling urban schools. More >

 

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1. Americans who live in urban communities give urban schools in this country a failing grade. Too many urban schools are struggling and urban Americans are worried that many students -- if not most -- are not receiving a quality education.

Poll results clearly demonstrate that Americans who live in urban areas are extremely concerned about the condition of their public schools. The consensus view is that most of our nation's urban public schools are seriously struggling and that this results in a poor quality of education for our children.

• Six in ten adults (60%) and parents who live in urban communities (61%) rate the quality of education offered by urban public schools as either fair or poor. It is revealing that only about one-third of these adults and parents (35%) believe that urban schools offer our children a good education. In fact, less than 1 in 10 adults (6%) and parents (5%) in urban communities say that the quality of education offered by urban schools is excellent.
  
  
• Majorities of adults (58%) and parents (57%) who live in urban communities say that all or many urban schools in this country are struggling. And 6 in 10 of these adults and parents (63% and 64% respectively) say that the existence of struggling urban schools is a VERY serious problem.
  
  
• The problem of struggling urban schools is of great concern to urban Americans. Over half of adults (56%) and 61% of parents in urban communities say they are VERY concerned about the condition of urban schools in this country. This is particularly the case among African-Americans and Latinos: 2 in 3 minorities (66%) say they are very concerned about the condition of their schools. 

2. Urban Americans approve of better standards and holding schools accountable, but believe that these measures do not go far enough to improve our struggling urban schools. The consensus view is that struggling urban schools need more than "quick-fix solutions"; Urban Americans say that these schools will never improve unless we provide them with the funding and specialized help they desperately need.

Urban Americans clearly recognize the dire situation many of our urban schools are in. When asked whether struggling urban schools could get better on their own or need outside help or intervention, 3 in 4 adults and parents (77%) chose "need outside help." Poll results indicate that urban Americans reject "quick-fix" solutions.

• Urban Americans reject singular approaches, such as performance standards, as effective methods to improve struggling schools. Notable from the poll is that more than 3 in 4 adults (78%) and 4 in 5 parents (83%) in urban communities say that it is unrealistic to think that the adoption of challenging performance standards alone will help improve struggling urban schools; instead, they say that a systematic effort to provide these schools with better teachers, administrators and instructional programs is needed.
  
  
• Urban Americans express a similar sentiment about "accountability." Three in four adults (75%) and parents (77%) who live in urban communities agree that it is important to hold schools accountable but we must also provide struggling urban schools with the resources and support they need to improve.

It is therefore not surprising that the number one obstacle identified by all urban Americans -- parents, non-parents, minorities, men and women and higher and lower income families -- to having each and every school in a city or community be successful is LACK OF FUNDS. 



3. Urban Americans believe that ALL children have a right to a quality education and this is why they reject "one school at a time" approaches to improving urban schools. There is a strong preference for district-wide solutions that target all schools within a community.

The principle of equity in education is strong among urban Americans. There is near universal agreement among these adults and parents (95% agree - 86% "strongly") that public education should serve all students. The prevalent view is that one-school-at-a-time approaches provide resources for only certain schools in a community and neglect other schools and their students.

• Most adults (71%) and parents (67%) in urban communities agree the weakness of one school at a time approaches is that they provide help and resources for only certain schools -- and certain students -- and neglect others in the community.
  
  
• Nearly 9 in 10 adults (85%) and parents (83%) in urban communities are concerned that one school at a time approaches are NOT designed to address the needs of all schools in a community, including those that are struggling the most. Significantly, a majority of parents (51%) and 2 in 3 minorities (65%) are VERY concerned.

This is why adults and parents in urban communities overwhelmingly support -- by more than a 3 to 1 margin -- district-wide efforts, rather than one-school-at-a-time approaches.

• Seven in ten adults (71%) and 3 in 4 parents (77%) in urban communities say it is better to concentrate on the district level and improving the entire system of schools rather than concentrating on fixing one school at a time. This is particularly the case among minorities: 82% say they prefer a system-wide, district approach.
  
  
• Nearly all urban Americans (96%) say that it is important -- 84% VERY important -- that ALL schools in a district or community be successful. This sentiment was shared by both adults and parents.

A district-wide approach is viewed by urban Americans as a way to bring equity to the public school system. Urban Americans identify reluctance on the part of teachers to teach at the worst urban schools and inequitable allocation of funds as major obstacles that stand in the way of having every school in a community be successful.

• Six in ten adults (62%) and parents (60%) in urban communities say that the reluctance on the part of more qualified teachers to teach at the worst urban schools is a VERY important roadblock. It is significant that 3 in 4 minorities (76%) identified this obstacle as VERY important.
  
  
• A majority of adults (55%) and parents (53%) in urban communities identify inequitable allocation of funds, where some schools in a community get more than others, as a VERY important obstacle to having every school in a community be successful. Minority sentiment on this was again noteworthy. Seven in ten (70%) minorities identity it as a VERY important obstacle. 

4. Urban Americans want school districts to assume a leadership position in ensuring that all schools in a community offer a quality education to every single student. There is a strong desire among urban Americans for districts to work closely and collaboratively with community members and organizations in making this goal a reality.

There is strong consensus among urban Americans of all types that school districts can play a more important role in improving the quality of education offered by urban schools, especially those that are struggling.

• Three in four adults (75%) and 4 in 5 parents (80%) in urban communities say that school districts should play a major role in reforming public education and ensuring that all schools in a community offer quality education to all students.

Priorities of School Districts

What do urban Americans want school districts to do? Priorities fall into two major categories:

• Better teachers so that all students learn: Nearly 9 in 10 adults (89%) and 94% of parents in urban communities say that ensuring that all schools have highly qualified and effective teachers is a VERY important priority for school districts. Similarly, nearly as many (88% and 91% respectively) say that ensuring that all students are taught challenging material so that they are prepared for success in life is VERY important.
  
  
• Schools are safe, drug-free and in good physical condition. Nearly 9 in 10 adults and parents in urban communities say that a VERY important priority of school districts is to make them free of violence and bullying (88% and 90% respectively) and drug-free (85% and 90% respectively), and 87% of adults and 89% of parents say that making sure schools are in good physical condition and not in a state of deterioration is VERY important.

Noteworthy about the poll is the strong "equity" sentiment that school districts must pursue these priorities for ALL schools in their community - not just some of them.

• More than 4 in 5 adults (83%) and parents (87%) in urban communities say that a VERY important priority of schools districts is ensuring that every single school within a district receives the specific resources and support it needs to offer all students a quality education.
  
  
• Nearly 9 in 10 (89%) adults and 91% of parents in urban communities support making changes to school districts so that their primary mission was to ensure that all schools in the community have access to the supports and resources they need to offer quality education to all students. Noteworthy is the strength of support: 70% of adults and 75% of parents STRONGLY support this orientation.

Community Must Be Involved

Poll results clearly indicate that there is strong urban public support for involving community members and organizations in reforming struggling urban schools and Americans believe that school districts should lead this process.

• Nearly 8 in 10 (79%) adults and parents (78%) in urban communities say that a VERY important priority of schools districts is to lead the way in making sure students in all schools have access to community resources such as recreation, art and public health.
  
  
• More than 4 in 5 adults and parents (83%) in urban communities say that community members and organizations share some of the accountability or responsibility for what happens to students in their community. And more than 4 in 10 Americans (44%) -- including over half of minorities (52%) -- believe they should shoulder a great deal of the responsibility.
  
  
• There is strong support among adults (83% support) and parents (74%) in urban communities for giving a larger role to community members and organizations in reforming our urban schools. Community organizations that Americans want to be actively involved include local government (47%), community organizations such as the YMCA and Boys and Girls Clubs (41%), local businesses (35%) and local churches or ministries (28%).

Urban Americans think that school districts are well-poised to play an important role in working with community members and organizations in reforming urban schools.

• Nearly 9 in 10 adults (89%) and 93% of parents in urban communities say that it is appropriate for school districts to be very involved with community members in improving urban schools. Noteworthy is that 61% of parents say that it is VERY appropriate for districts to be involved. 

5. Urban Americans are generally favorable to Bush's No Child Left Behind Act but worry about its implication for struggling urban schools.

More than 7 in 10 adults (74%) and parents (77%) in urban communities say they are favorable to the current administration's No Child Left Behind Act that changes the federal government's role in public education. However, many Americans worry that allowing students from under-performing or failing schools to transfer to higher-performing schools will harm struggling urban schools, and they express concern that sole reliance on standardized testing will not help individual children or urban schools that are struggling.

• Three in four adults (74%) and parents (75%) in urban communities say they are concerned about a provision in the act that allows students from under-performing or failing schools to transfer to higher-performing schools because this will harm the struggling urban schools from which students transfer. A greater percentage of minorities express concern (85%).
  
  
• Seven in ten adults (71%) and 3 in 4 parents (74%) in urban communities agree that standardized test scores, as a measure of accountability, usually arrive too late to help individual children or schools that are struggling. A greater percentage of minorities agree with this sentiment (82%).