Category: Education

One issue that has been of interest to us is connecting academic subjects with the concrete, usable skills they impart. To what extent do voters connect academic subjects with the real-world skills that students will need as adults?

To begin to answer this question, we asked voters two questions on our latest survey for Winning the Issues (June 14-16). First, how important is it for students graduating high school to understand variables and equations? Then, how important is it for students graduating high school to understand how a mortgage works, including what the monthly payments would be and how long it would take to pay it off? Understanding variables and equations, the foundation of algebra, is arguably foundational for being able to understand the mechanisms of taking out and repaying a loan for a house.

As shown in the table below, majorities of voters said both would be important, but with a gap between the importance of understanding variables/equations (79-18 important-not important) and the importance of understanding a mortgage (92-6). This was similar among parents (78-19 for understanding variables/equations; 93-5 for understanding a mortgage).

The difference in perceived importance is even greater when looking only at those who called each “very important.” Overall, 41% of voters said understanding variables and equations was very important. In contrast, two-thirds (67%) said understanding how a mortgage was very important, a difference of 26 points. The margin was only a little narrower among parents (18 points), with 46% saying that understanding variable/equations was very important and 64% saying that understanding a mortgage was very important.

While understanding both algebra and a mortgage are seen as important, voters clearly place more emphasis on the mortgage, demonstrating the disconnect between the academic subjects typically taught at school and the types of “real-world” skills parents typically say they want for their kids. Last week, we highlighted the recent NPR/Ipsos survey, showing that 40% of parents were concerned about students being prepared for the future. While there are many ways K-12 education could (and should) address this concern, a good first step might be to more closely demonstrate the links between what students are already expected to know when they graduate and the skills they will need as adults.

Previously, we have taken a look at the issue of chronic absenteeism, specifically a study that indicated parents both underestimate their child’s absences and are not all that concerned about the issue either. New data from a recent NPR/Ipsos survey reinforces this conclusion, but it also sheds light on what parents say they are concerned about.

Chronic absenteeism falls low on the list of potential concerns, coming in last (excluding “other”), with 5% of parents reporting being concerned. Other issues liked standardized tests (#11, 9% concerned) and learning loss (#8, 14% concerned) also fell lower in the list of priorities.

What are parents worried about? The top two concerns were bullying (39% concerned) and young people not being prepared for the future (40% concerned). The latter concern is especially shared by those who are not parents. Some 43% of US adults also said that they were concerned about the ability of our K-12 education system to prepare students for the future.

This is a concern that many have shared for some time, though it seems to be growing for parents. Data from a November 2021 survey for Winning the Issues showed only a bare majority of voters overall (52%) were confident in the ability of the US education system to prepare students for the future (52-42 confident-not confident). Parents, however, were more confident (64-32), in contrast to the 40% presently saying this is a concern.

At the end of last month, President Biden announced the latest round of student loan debt cancellation, wiping out $7.7 billion in loans for some 160,000 people. Combined with the other, more targeted student debt cancellation measures Biden has pursued as a piecemeal alternative to the mass cancellation the Supreme Court struck down last year, President Biden has now canceled around $167 billion worth of loans.

To put that number in context, we again took a look at that total cost in the context of funding for other agencies as we did last year for the mass cancellation. For the current purposes, we use the 2024 estimated budget authority for various agencies from the OMB Historical Tables (see table 5.2: Budget Authority by Agency: 1976-2029). So far, the cost of piecemeal student loan forgiveness exceeds the estimated 2024 budget authority for the Departments of Commerce, Energy, Justice, and State combined.

To check our work, we performed the same exercise looking at the estimated outlays for 2024 (see table 4.1: Outlays by Agency, 1962-2029). The conclusion was nearly the same. The cost of Biden’s student loan cancellation to date virtually matches the estimated outlays of the same four agencies combined.

In other words, the cost of loan cancellation to date would have funded four different agencies for this fiscal year. President Biden may not have been able to pursue loan cancellation as he originally envisioned, but the cost of doing so still meets or exceeds the cost of running multiple agencies.

In February, we took a look at the belief statement Grades are the best indicator of a student’s knowledge and skill level. Overall, voters did not believe it (36-55) and neither did parents (36-57). This week, we look at data from the most recent survey for Winning the Issues (April 27-29) that asked voters to choose whether classroom grades or standardized test scores were the best indicator of a high school student’s knowledge and skill. 

While neither option had a majority, voters overall said classroom grades by a margin of +11 (48-37). Parents were among the groups most likely to say classroom grades were the best indicator (56-35, +21). While non-parents also tended to say that grades were better than test scores, it was only by a margin of 8 (45-37). 

Of note, while both African American and Hispanic voters each had nearly one in two prefer classroom grades to test scores, the margins among these groups were smaller compared to voters overall and parents (+6 grades among African Americans; +5 among Hispanics).

Also of note, those who thought a 70% in Algebra 1 indicated readiness for Algebra 2 (42% of the electorate) preferred classroom grades by a margin of 17 (54-37). On the other hand, among the 43% who said a 70% did not indicate readiness, the margin between grades and test scores was only 6 (46-40).

This research joins a larger body of research showing parents rely more on classroom grades than test scores, most notably that of Learning Heroes released at the end of last year. However, it also shows that voters overall — including non-parents — agree that grades are better than test scores. Voters may not believe that grades are the best indicator of student knowledge absolutely, but when the alternative is test scores as currently defined, they tend to prefer the grades.

A couple of weeks ago, we looked at whether parents and voters thought that a 70% in Algebra 1 indicated readiness for Algebra 2. On an earlier survey for Winning the Issues, voters had previously said a 70% in Algebra 1 did not indicate readiness for Algebra 2, but by a narrow margin (41-45 ready-not ready). This week, we look again at the topic, and also an additional potential threshold for academic readiness.

On the April survey for Winning the Issues (April 27-29), we again asked voters whether a hypothetical student who received a 70% in Algebra 1 would be ready for Algebra 2. This time, virtually the same share of voters said students would be ready (42-43 ready-not ready). Parents narrowly said that student was ready (48-45). Non-parents resembled the overall electorate. 

As we observed in the last survey, it is notable that many voters do not think a 70% indicates readiness for the next academic level, even if it is typically considered passing. For this survey, we included another question: was a student earning an 80% ready for Algebra 2?

The share saying that a student with an 80% would be ready for Algebra 2 shot up by 41 points (83-10 ready-not ready). Among non-parents, it also increased by 41 points (81-10). Among parents, it increased by 39 points (87-9).

Overall, 80% was clearly a more acceptable threshold and indicator of readiness for the next subject level. Simply getting a passing grade was not seen as enough. The electorate seems to expect some level of mastery beyond the binary pass/fail. Agreement that a student with an 80% was ready for Algebra 2 held across other groups, including age and partisan groups. There are two questions that remain. First, why is a 70% a more acceptable threshold for some than it is for others? And second, what knowledge does a student with an 80% in Algebra 1 have that a student with a 70% does not?

Over six months after the October 7 Hamas attacks in Israel, tensions on college campuses have flared again. The latest round followed the testimony of Columbia President Nemat Minouche Shafik in front of the House Committee on Education and the Workforce April 17. Protesters have staged sit-ins and other disruptive activity at colleges across the country, including Columbia.  Columbia ultimately canceled its in-person classes for the rest of the semester, and has canceled their graduation ceremonies.

Data from the latest survey for Winning the Issues (April 27-29) shed some light on how voters are thinking about and responding to the latest wave of protests. The brand image of colleges and universities has become more negative (53-34 favorable-unfavorable) compared to where it was in December (57-30) after the first Ed and Workforce hearing led to the resignation of two of the three university presidents called to testify. Among independents, less than a majority have a favorable view (46-39).

Ivy League universities (38-41) remain slightly negative (39-40 in December), with independents being more negative (32-45).

Among voters overall, only 19% say they approve of how colleges and universities have handled the demonstrations on campus (19-53 approve-disapprove). Among independents, that share shrinks to 12% (12-57).

Similarly, only 23% say they agree with the pro-Palestinian protests happening on college campuses (23-53 agree-disagree). Majorities of Republicans (10-69) and independents (19-54) say they disagree, while Democrats are split (38-36, 26% don’t know). Within the Democratic party, there are distinctions by age. Half of Democrats under 44 say they agree (50-29). But among Democrats 45 and older, only 29% say they agree, with 42% disagreeing and 30% saying they don’t know. 

Voters are clearly dissatisfied with what they have seen happening on campuses in the last few weeks, a continuation of what they would have observed last fall. What’s more, the dissatisfaction is not limited to Republicans. Independents are dissatisfied, too. 

Grade inflation has been a frequent topic we have explored at length. Related to the topic of grade inflation is the concept of mastery. At what level of achievement is a student sufficiently ready to graduate to the next level of subject matter? And how does this level translate to numeric grades? 

On the February survey for Winning the Issues (February 24-25) we asked voters about a hypothetical student who received a 70% in Algebra 1. Was that student ready or not ready for Algebra 2? 

By a narrow margin, voters said that student was not ready, but this was not a majority view (41-45 ready-not ready). Both Republicans (43-43) and Democrats (43-44) are split in their views, while independents had a near majority say that student was not ready (36-48).

Younger voters (ages 18-34) had a majority say the student was ready (56-31 ready-not ready), while older voters (65+) had a majority say that student was not ready (33-54). Parents narrowly said the student was ready, but this was not a majority view (46-40).

There are differences on this question based on the level of concern about learning loss. Those who think students are significantly behind (27% of the electorate) say this student is not ready by a 19-point margin (34-53), while those who think students are about where they normally would have been absent the disruption of the pandemic hold the opposite view (52-32).

A grade of 70%, around a C, is typically considered a passing grade. Yet it is noteworthy that many voters did not think it indicated readiness for the next level of academic content. The question as to what does indicate readiness remains to be addressed.