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
- National Education Reports |
- State & Local Education Reports |
- Higher Education Reports |
- Additional Education Reports
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.
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.
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.
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.
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.
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.
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.
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.
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.
Committed to Change: Missouri Citizens and Public Education
This study focuses on how citizens of Missouri feel about public education. A comparison of the views of Missouri citizens to citizens of Connecticut, and the nation-at-large, is also included. 1996. Available from the Missouri Partnership for Outstanding Schools, 800-659-4044.
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.
The Westchester School-to-Work Initiative: Prospects and Challenges
Based on a series of focus groups with Westchester principals, teachers, parents, and students, this report examines public attitudes about the Westchester School-to-Work Initiative. 1995. Available from the Westchester Education Coalition, 914-683-8045.
The Broken Contract: Connecticut Citizens Look at Public Education
This study takes an in-depth look at Connecticut citizens' views on public education and why they hold these attitudes. 1994. Technical Appendix: $25.00
Divided Within, Besieged Without: The Politics of Education in Four American School Districts
A major impediment to educational reform, political gridlock among education stakeholders, is examined. The report describes the substantial infighting and communication gaps among these groups and suggests ways for improving dialogue. 1993.
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