Differing Agendas of Teachers and the Public.

Over the past six years, Public Agenda has attempted to clarify the attitudes of leaders, the general public, and parents toward education reform. Two recent Public Agenda studies on this subject, "First Things First: What Americans Expect from the Public Schools" and "Assignment Incomplete: The Unfinished Business of Education Reform," have garnered much attention.

We thought it was important to go beyond these studies and explore how front-line teachers respond to the same issues.

Our latest study, "Given the Circumstances: Teachers Talk About Public Education Today," indicates public school teachers and the public assess the performance of America's schools through very different lenses. For example, about three-quarters of the nation's teachers say public schools in their communities are better than private schools, but only 33 percent of the public agrees. Fifty percent of teachers believe academic standards in public schools are higher than in private institutions, but only 24 percent of the public agrees. What accounts for this disparity?

Perhaps it is not unreasonable for employees to defend their institutions, especially when they are facing extreme criticism. It's also possible teachers are so overwhelmed by day-to-day problems that they've become inured to the negatives in their surroundings. Teachers may believe schools are doing well given a plethora of social problems, uninvolved parents, inadequate resources, and problems with an out-of-touch bureaucracy.

Based on our research, however, a consistent set of recommendations for action exists despite these differing perceptions. Both teachers and the public place a high premium on improving safety and order in the schools. Eighty-eight percent of teachers think academic achievement would improve substantially if persistent troublemakers were taken out of class. Seventy-three percent of the public agrees. Eighty-four percent of teachers think "permanently removing kids caught with drugs or weapons" will improve academic achievement, substantially above the 76 percent of the public who support this proposal.

Broad agreement also exists between teachers and the public on the benefits of higher academic standards. Eighty-three percent of teachers think achievement will rise by not letting kids graduate from high school until "they clearly demonstrate they can write and speak English well" (compared to 88 percent of the public). Seventy-three percent of teachers want schools to expect inner-city children to achieve academic standards that are as high as the standards for affluent youngsters, a belief shared by black and Hispanic teachers.

Our research also indicates, however, that teachers do not view standards as an urgent priority, so it is unlikely they will be the driving force behind more rigorous academic standards.

Teachers often are as wary as the public concerning the reform agenda's teaching innovations. Only 23 percent of teachers think if students used calculators from the start they would better understand math concepts. Heterogenous grouping garners lukewarm support from teachers with only 4 in 10 believing the mixing of slow and fast learners will improve student learning.

And finally, teachers are strikingly similar to the public in support of the core values they want their schools to teach--tolerance, honesty, hard work, and respect for diversity. They also join the public in what they reject--lessons that promote divisiveness, intolerance, and discord.

Both groups are not shy about affirming democratic values in the public schools. About 70 percent of both teachers and the public approve of teaching that "democracy is the best form of government."

Teachers still firmly believe that their public schools provide the best education. Anyone waiting for them to join ranks with the critics may have a long wait in store. But those who want to focus on measures to improve academic standards, instill order, and reduce the threat of violence have potential partners waiting.