Rising to the Challenge: Are High School Graduates Prepared for College and Work?, February 2005

In this survey, high school graduates (college bound and not), college professors and employers report that high school graduates are not prepared for college or work, did not feel challenged in high school, and would have worked harder if more was expected of them. Achieve worked with Peter D. Hart Research Associates to poll 1,487 students, 300 college professors and 400 employers.

 

 

National Curriculum Survey, 2009

ACT’s 2009 National Curriculum Survey sheds light on the gap between high school preparation and college expectations. It also details the specific subject-area knowledge and skills that are most important for students to learn to be ready for college-level coursework. Conducted every three to five years by ACT, the survey collects data about what entering college students should know and be able to do to be ready for college-level coursework in English, math, reading, and science – and how well prepared high school teachers and college professors believe their students are for success in college.

 

 

Americans on High Schools: In Need of Improvement, August 2005

This phone survey of 1,000 adults found that the American public believes that high schools have major problems and need urgent fixing by state and national leaders. Most important, respondents want high schools to increase the number of students who graduate prepared for college and good jobs, which is critical to maintaining our economic standing in the world. The poll was performed by Lake, Snell, Perry, Mermin, and it has a margin of error plus or minus 3.1 percentage points.

 

 

Special Report: School and College, March 2006

In March 2006, The Chronicle of Higher Education released a special report on high school and college. There are two companion surveys that find that professors believe college freshmen are not as prepared as their high school teachers say they are, particularly in writing and math. Conducted by Maguire Associates, a Boston-area research and consulting company, the survey comprised 9,000 teachers and 7,000 faculty members who were randomly selected, including 746 high school teachers and 1,098 college faculty.

 

 

On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem, 2009

A follow-up to a 2006 survey, "The Silent Epidemic: Perspectives of High School Dropouts," this survey explores why educators and school administrators think students drop out and the strategies they believe could curb the drop out problem. The report reveals a significant disconnect between student and educator perspectives on this important issue.

 

The Silent Epidemic: Perspectives of High School Dropouts, March 2006

Released in March 2006, this poll conducted by Peter D. Hart Research Associates found that while some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school. This survey of young people who left high school without graduating suggests that despite career aspirations that require education beyond high school and a majority of the students' having grades of C or better, circumstances in students’ lives and an inadequate response to those circumstances from the schools led to dropping out.

 

 

Education Survey Overview: Redefining High School as a Launch Pad, 2009

According to this survey, while students and parents view college preparation as the main purpose of high school, most teachers disagree and rank mastery of subject areas and life skills as more important. Of the 401 U.S. high school teachers, counselors, and administrators surveyed, only 9 percent think their primary mission is to prepare students for success in college.

 

 

Ready for the Real World? Americans Speak on High School Reform, June 2005

Americans say high schools are not challenging our students and that the United States will be less competitive in 25 years unless high schools are overhauled. This annual survey was conducted by Peter Hart and David Winston. The focus of the survey was parents, administrators and teachers, with a special emphasis on those in California, New Jersey and Ohio. The survey’s major findings include that high school is not rigorous enough, freshmen are not arriving prepared, teachers need to be better qualified and expert in the subjects they teach, students should have to pass a test in core subjects to graduate, and our nation’s competitive position rests on education. They surveyed 2,250 adults with a margin of error plus or minus 3.1 percentage points.

 

 

State of Our Nation’s Youth 2005 (PDF), August 2005

This annual survey of 13–19 year-olds was conducted by Peter D. Hart Research Associates. The 1,005 young people surveyed say they want to go to college, have more rigorous academics in high school and be given the opportunity to meet these challenges.

 

 

The High School Survey of Student Engagement, spring 2005

This annual survey polled 200,000 students in spring 2005 to learn the extent to which they are involved in activities associated with high levels of learning and development. The Center for Evaluation and Education Policy at the University of Indiana got high schools in 29 states to participate.

 

 

Redesigning the American High School: Rate Your Future, winter/spring 2005

NGA launched this survey of more than 10,000 teens ages 16 to 18 in winter and spring 2005. The responses are divided into high school students who intend to graduate and those who are not currently in high school or plan to leave early. The survey results provide insight into the experiences of high school students.

 

Are We Beginning to See the Light?, 2010

According to the Public Agenda Survey, Americans believe that math and science skills are essential for future success, and most parents surveyed want to see their child take advanced math (60%) and science (54%) in high school.  Additionally, survey respondents tend to favor a “national curriculum” as a way of improving STEM instruction; 54% say it would improve instruction “a lot.”  However, in contrast, 52% of parents say the math and science their child is getting in high school is “fine as it is.”  

 

A Matter of Trust: Ten Key Insights from Recent Public Opinion Research on Attitudes about Education among Hispanic Parents, Students and Young Adults, 2007

This survey delves into what Hispanic parents, students and young adult believe about where our education system is and where it should go. While in some ways, Hispanic families respond to questions about education in similar ways to the broader public, in other ways their responses are unique and enlightening. For example, education and higher education in particular are even more highly prized and respected among Hispanic parents than among parents in general; 86% of Hispanic parents think their students should go to college after high school compared to 54% of all other parents. Hispanic parents are also more concerned about dropout rates, as 75% consider the dropout rate to be a very or somewhat serious problem, compared to just 45% of all other parents.  Finally, Hispanic students are more likely than other students to think that if their teachers pushed them harder, they would be more successful.

 

 

Life After High School: Young People Talk about Their Hopes and Prospects, February 2005

Released in February 2005, this survey of 1,000 young adults ages 18 to 25 found that, no matter what race or income level, young adults aspire to go to college. It raises questions about the pressures that effect the decisions young people ultimately make regarding higher education and work and their futures. There was a margin of error of plus or minus 3 percentage points.

 

Primary Sources: America's Teachers on America's Schools, 2010

A survey of over 40,000 teachers commissioned by the Bill and Melinda Gates Foundation and Scholastic, Inc. finds that while fewer than 10 percent of teachers believe all their students will graduate from high school ready for college and careers, over 70 percent of teachers said preparing all students for careers in the 21th century (which typically require some education and training beyond high school) is one of the most important goals of schools.