Thursday, March 24th, 2011 | Scott Bittle
One is faculty. Engaging faculty -- both full-time and adjuncts—in this effort is essential, in fact its difficult to see how we can solve this problem without them. Yet lots of institutions still find this kind of engagement difficult to pull off. Faculty members often enter the debate with very different concerns than, say college presidents or financial officers. In partnership with Achieving the Dream, we’ve developed core principles and promising practices for engaging faculty in changing institutions and closing student achievement gaps. You can find our first Cutting Edge Series paper on this here.
The other is young people themselves. In surveys of young people we’ve conducted for the Gates Foundation, we’ve found that people who don’t complete college tell an unexpected story, one that’s very different from a lot of the common perceptions. Most of them are paying their own way through school, and get relatively little help from the guidance system as they do it.
More than anything else, these young people are students under pressure: school pressure, work pressure, and family pressure. And when that pressure gets to be too much, it’s school that usually gets sacrificed. That’s why when we asked these young people what would help, they point to ideas that would give them more flexibility and ease the juggling act they find so difficult.
If we’re going to make a real difference in this problem, we need to make sure the challenges students face are front-and-center – and that the faculty members on the front line are full partners in meeting them.
Monday, March 21st, 2011 | Scott Bittle
At the Consumer Federation of America’s annual assembly last week, research director Jon Rochkind talked about “The Great Divide,” focusing on one of the major concerns of those who are struggling economically: higher education. (You can see it in Powerpoint or PDF format).
In our “Slip-Sliding Away” report, we found four in 10 Americans say they’re struggling “a lot” financially in the wake of the Great Recession. Most of the debate among policymakers and the media is about the short-term issues: how do we create jobs, how do we spur business. Yet while the economically struggling say they’re having trouble with short-term issues like paying their rent or mortgage, when asked what would help the most, their top choice was something quite different: “making higher education more affordable.”
Previous Public Agenda research shows that the public’s belief that a college education is necessary to get ahead is rising, even as they’re more and more worried that it’s financially out of reach. And we’ve also found the biggest factor keeping students from finishing college isn’t so much paying tuition, but the need to juggle work, school and family obligations.
The other presentation, “You Can’t Get There From Here,” (also in Powerpoint and PDF) is on another challenge: the federal deficit and national debt. Policymakers often throw up their hands at surveys that show the public with conflicting and even contradictory views on our fiscal problems.
But in our presentation at the Human Face of the Fiscal Crisis session sponsored by the Committee for a Responsible Federal Budget, we argue those gaps can be bridged with a better understanding of how the public thinks about complicated issues.
The public has a “Learning Curve” on problems, from initial “consciousness raising” to “working through” the alternatives and finally to resolution. When public opinion surveys show conflicting results, it’s usually because the public is still learning about a problem, and still figuring out what they want to do about it. And too often, the debate among policymakers and experts is “too wonky to work,” leaving the public behind.
The public can grapple with complicated issues, but they need a little help: a few key facts, viable options, and a focus on priorities. (You can find out more about ways to actually give people that help in Toward Wiser Public Judgment, the new book by Public Agenda co-founder Dan Yankelovich and our president, Will Friedman).
Much of the budget debate is focused on brokering a deal in Washington – but the real challenge for policymakers on the deficit is whether they can make a deal that holds up both inside and outside the Beltway. Unless they do that, whatever deal that gets set won’t survive.
Friday, March 18th, 2011 | Scott Bittle
Yet the debate over nuclear safety and our energy options has been reopened – very understandably, even if the lessons of Fukushima Daiichi aren’t clear yet.
One key thing about our energy policy is clear, however: as a nation, we’re much better at saying “no” than saying “yes.” In many respects, the United States seems to be waiting for an easy answer, when the truth is that all forms of energy have risks and trade-offs.
Thanks to the BP spill, the answer may be no to more offshore drilling. The Japanese nuclear crisis may mean we say no to more nuclear power. Residents often object to all kinds of energy projects, whether they’re power plants, wind farms or transmission lines. A cap-and-trade system, which would encourage renewable energy like wind and solar, is off the table in Congress.
But we cannot solve our energy problems without saying “yes” to something. Global demand for energy is expected to increase 40 percent over the next two decades, even as the world tries to avoid permanent climate change. We need both more energy and cleaner energy, and we need to start making choices about how we’re going to get them. Perhaps the most damning projection of all is the Energy Department’s estimate that we get 80 percent of our energy from fossil fuels – and in 25 years we’ll still be getting 80 percent of our energy from fossil fuels, unless things change.
We need to engage the public with what our energy options actually are. Every form of energy has drawbacks, and every option has tradeoffs – some of which the public may want to make, and some they won’t. This is an issue that calls for public choicework —the process of having citizens weigh the pros and cons of different approaches with the acknowledgement that there is no perfect, cost-free solution. Without that, we’ll just keep saying no, until it’s too late to say yes to anything.
Friday, March 4th, 2011 | Scott Bittle
In an intriguing study of three cities (San Jose, Philadelphia and Macon, Ga.,) the Pew Internet and American Life project found that people who believe their local government is open with them are more likely to feel good about the state of their community overall. In fact, they're more likely to feel empowered, and those who feel more empowered are more likely to be civically active, Pew concluded.
The conclusions make sense on many levels. Certainly, you can't have an engaged public without an open government. People don't engage with a cipher, or rush out to offer their services to a brick wall.
But it's important not to fall into one of the most common misconceptions about public opinion – that more information, all by itself, will help the public make better decisions.
In their book Toward Wiser Public Judgment, Public Agenda's Dan Yankelovich and Will Friedman argue this is one of the most common mistakes in the policy world. "The media often treat people as if they were attentive experts who can take in reams of data, rather than inattentive citizens with busy lives who are more interested in the values underlying policy choices and the practical consequences of action," they write.
The public has a "Learning Curve" on complicated problems, and while a lack of information can derail it, so can lots of other things: a lack of practical choices, mistrust, denial, or just a lack of urgency about the problem. All those things can get in the way even when there's plenty of information available.
Understanding the public’s learning curve is critical because a sense of empowerment is not really the critical problem in today’s public square. As the authors point out, one of the challenges about our political discourse is that too often “intensity of conviction [acts] as a substitute for sound judgment.” The recent calls for a less violent and more civil and constructive public debate in the wake of the Arizona shootings are a direct reflection on this.
Yes, people need information. In the 21st century, there's no reason – and frankly, no excuse – for governments to drag their feet when it comes to being more open about their operations with citizens. But the public also need a way to sort that information out and make sense out of it. The "put it out there and let people figure it out" strategy is a good start—as the Pew research shows. But it’s only a part of what citizens need in order to solve problems and isn't going to do the job by itself. Stronger, more engaged communities come about through more and better information, yes, but they also require richer opportunities for real dialogue, deliberation and participation.
Thursday, March 3rd, 2011 | Scott Bittle
The ferocity of the fight over public employee unions, and teachers unions in particular, has reached a fever pitch as governors and labor groups square off over tight budgets, layoffs and bargaining rights in multiple states. The fight has serious implications for education reform, and some argue for the status of teachers.
Several national surveys have shown public opposition to cutting collective bargaining rights, but also support for reducing public employee benefits. But what about teachers themselves? How do they see unions?
When we last examined this in our
Supporting Teacher Talent survey with Learning Point Associates, we found that eight in 10 teachers said "without collective bargaining, the working conditions and salaries of teachers would be much worse." And 51 percent of teachers "strongly" agreed with this.
But a lot of teachers' views about unions weren't purely economic – they also see the union as protection against other problems they face. Eight in 10 said teachers facing unfair charges from parents or students would have nowhere to turn without the union, and just as many said that teachers would be vulnerable to "school politics or administrators who abuse their power." In both cases, about half of teachers "strongly agreed," a significant indication of how intensely they feel about this.
But there was criticism of unions as well, with two-thirds of teachers saying the union "sometimes fights to protect teachers who really should be out of the classroom." About 22 percent said they "strongly agreed."
Across the board, there was a split between younger and older teachers, with "Generation Y" teachers less likely to "strongly agree" on the benefits of unions – but also somewhat less likely to agree that the union protects problem teachers.
Thursday, February 24th, 2011 | Scott Bittle
The unrest in Libya is rattling the world oil markets – but is it enough to put dependence on foreign oil back on the agenda in the United States?
The waves of change sweeping the Middle East, and the bloody uprisings in Libya in particular, have driven oil prices up to $110 per barrel, a level that hasn't been seen since the price spike of 2008. More importantly, the changes are again raising questions about American dependence on foreign oil, with U.S. leaders raising questions about the national security and economic implications of getting more than half our oil from overseas.
When Public Agenda examined this in our Energy Learning Curve survey, we found eight in 10 Americans worried that our economy is too dependent on oil (47 percent said they worried "a lot") and that oil dependence will involve us in conflicts in the Middle East (43 percent worried "a lot").
But it will take more than worry to address this problem; it's going to require grappling with the choices involved in actually changing how we use energy. The United States hasn't been able to meet all its own oil needs since 1957, so this problem is well-entrenched. Almost all the oil we use is for transportation, which means this is closely tied to how much Americans drive, and what we drive.
Yet our Energy Learning Curve also found a lot of public resistance to anything that increases the cost of driving, and very low knowledge levels on some key facts, such as how much of the world's oil is actually in the United States (about 2.5 percent).
We do have options for changing how we use energy, but they require some basic national choices: what do we want to use to fuel our cars? What kind of infrastructure do we need to support that? How much do we want to spend to do it? And since no energy source is perfect, all of our options require making tradeoffs, in one form or another.
There are some problems, even public policy decisions, that can be left to the experts. Energy isn't one of them. It's too interwoven into our daily lives. If we are to seize this moment and change the nation's course on energy, leaders are going to have to present the public with realistic options – and a clear sense of what it'll take to get there.
Wednesday, February 16th, 2011 | Francie Grace
One of the first, widespread reactions to the budget President Obama proposed this week was this: it's avoiding the real issue. That's because the president didn't propose solutions to the basic problems driving our fiscal problems, namely, the health care costs and aging population that will drive up spending on Medicare and Social Security.
But, the president's advisers were also fairly open about why they did this, which is that they don't think Washington is ready to tackle those problems. Better to propose spending cuts and tax increases in other areas, and see if that provides openings for the two parties to move forward. The president did suggest a bipartisan effort to work on Social Security, and set out his views on what would be acceptable.
Polls show that many Americans are fundamentally uninformed or conflicted about key aspects of the budget problem, which makes this a daunting problem for elected officials on both sides of the aisle. But if the country isn't ready to think about these problems, it needs to get ready, because the problem is closer than most people think. In as little as 10 years, our national debt could be as big as our entire economy. Sooner than that, government auditors say, more than 90 cents of every tax dollar will be taken up on Medicare, Medicaid, Social Security and interest on the national debt. Allowing this problem to play out won't help our fiscal situation, or our economy.
Getting our deficit and national debt under control requires setting priorities and making tradeoffs, and it takes time for the public to grapple with those questions. The knowledge needed isn't that complicated – in fact Public Agenda authors Jean Johnson and Scott Bittle managed to "Tackle the National Debt in 500 Words or Less." The Our Fiscal Future initiative, in which Public Agenda is a partner, also sums up choices and challenges quickly.
The public can make choices on this problem, if our leaders will let them, and if they can tame their tendency to try to spin the facts to suit their own political aims. We will all have to live with the consequences of what the country does or doesn't do as we grapple with the budget and the debt. As political leaders in Washington edge toward decisions, we'd urge them to remember that the public has a role to play here, and the American people have the right to understand this debate and take part in it.
Wednesday, February 16th, 2011 | Scott Bittle
A recent op-ed in Inside Higher Ed wondered "Where Are the Student Voices?" when it comes to community colleges. "This paucity of on-the-ground knowledge is a prescription for policy disaster, for the history of social policy is littered with reforms that failed because local knowledge was ignored," the authors say. "How, we wonder, can legislators and educators know what kinds of interventions to create without hearing from the very people they are trying to help?"
We agree. And we can shed some light on the question.
In our With Their Whole Lives Ahead of Them survey, funded by the Bill & Melinda Gates Foundation, we asked young Americans who started college, but weren't able to complete their degrees, what kinds of obstacles they faced. What they told us was very different from what many policymakers assume. Nearly all of the young people we surveyed recognized the value of a college degree is in today's work force. Relatively few told us that they left college because they didn't like it, or, didn't think it was worth the money.
Thursday, February 10th, 2011 | Francie Grace
We'll be hearing a lot about the federal budget in the next week – but how much of the debate will actually help Americans figure out their choices?
President Obama will be formally submitting his budget on Monday, with proposals from Republicans already circulating. But with all the highly wonky plans and counter-plans, and the inside-the-Beltway debates over debt ceilings and resolutions, what gets lost is that the budget debate is about setting priorities – and the public needs to play a role in setting them.
Projections show the national debt will be nearly as big as our entire economy in as little as 10 years, and that more than 90 cents of every tax dollar will be taken up by rising costs for Medicare, Social Security, Medicaid and interest on the money we've already borrowed. If we're going to change those projections, it'll help to act sooner rather than later. Yet we're also facing a frail economy, high unemployment and lots of needs the government has to meet.
Fortunately, we've got some resources to guide you through the blizzard of billion-dollar numbers you'll be hearing in the next week:
- For a start, try Six Questions to Ask About the Federal Budget, developed as part of the Choosing Our Fiscal Future initiative, a partnership between Public Agenda and the National Academy of Public Administration, which includes a web site, Facebook page and Twitter feed. The questions go to the fundamental problems driving the nation's budget problems, and give you a yardstick to decide whether a budget proposal hits the mark.
- For many people, the real dangers posed by a rising national debt are still hard to grasp. In Five Ways the Growing National Debt Can Hurt Us, we set out some of the key risks the nation could face if we allow the debt to stay on its current course.
- And for more insight into the fiscal crisis, check out the new, updated version of Where Does the Money Go? Your Guided Tour to the Federal Budget Crisis, an irreverent, nonpartisan guide to the debate. It's a quick read, but if you're really pressed for time, a nice first stop for wrapping your mind around the debate is WhereDoesTheMoneyGo.com, where you'll find all sorts of useful features including a worksheet to try balancing the budget yourself; Where In The World Is the Debt, a guide to who's lending money to the U.S.; a slideshow; and a video: just three minutes long, but full of things to get you thinking.
Thursday, February 10th, 2011 | Scott Bittle and Jean Johnson
It's an old question in education reform, and an important one: how well do we teach our teachers?
U.S. News and World Report, already a player in the education world because of its popular and controversial college guide, has plunged into the debate with its plan to issue ratings of teachers colleges. A number of schools of education, citing concerns about how the magazine will reach its conclusions, have said they won't participate.
In Public Agenda's Lessons Learned survey, we found most first-year teachers gave their training programs good marks. Nearly 7 in 10 said their training on direct instruction helped them "a lot" and 6 in 10 said that what they learned about classroom management helped "a lot." Overall 8 in 10 felt they were prepared for their first classroom (42 percent said "very prepared).
However, by the new teachers' own account, there are places where their instruction fell down. For example, three-quarters of new teachers said their training covered dealing with diverse classrooms, but only 39 percent said it helped them "a lot" once they were in their own classroom.
Moreover, new middle and high school teachers were more likely to criticize their training for putting too much emphasis on theory compared to the practical demands of the classroom. More than half (53 percent) of new high school teachers say their preparation was too theoretical, while just 40 percent of new elementary teachers say this.
The survey also raised questions about the kind of support brand-new teachers get from colleagues and administrators when they take on their first classroom, especially new high school teachers. Just a quarter of new high school teachers (26 percent) said they get excellent advice on lesson plans and teaching techniques, compared to 39 percent of elementary school teachers who said the same.
There is also a 10-point difference on the advice they said they got about handling unmotivated students: 31 percent of high school teachers say they get excellent advice, compared to 41 percent of grade school teachers.
There are dissatisfied, struggling teachers in America, beyond question, and they're an uncomfortably large group. In our Teaching for a Living survey, we found 4 in 10 teachers are "disheartened" about their jobs. More than half teach in low-income schools, and they're more likely to voice high levels of frustration about the school administration, disorder in the classroom, and an undue focus on testing. Their concerns are not so much about their training as they are about working conditions once they are on the job.
We need to produce the best possible teachers, with the best possible training. Second-rate training certainly won't produce first-class teachers. But the powerful frustration we've found among teachers in surveys focuses less on their preparation for the classroom than on what they found, and what they need, once they arrive.