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No Child Left BehinD ACT
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Evaluation/Testing
Question 1: The new national education legislation requires the tracking of student progress from grades 3 to 8 based on an annual test. Would you favor or oppose such a test in the public schools in your community? (Asked in: 2002, 2009.)
[Code: 320-No_SE-1]

Question 2: Under the NCLB Act, a school's performance is evaluated annually based on the performance of its students. In your opinion, which is the better way to judge the job a public school is doing? Whether students meet a fixed standard? Whether students show reasonable improvement from where they started? Don’t know. (Asked in: 2003.)
[Code: 321-No_SE-2]

Question 3: According to the NCLB Act, determining whether a public school is or is not in need of improvement will be based on the performance of its students on a single statewide test. In your opinion, will a single test provide a fair picture of whether or not a school needs improvement? (Asked in: 2003, 2004, 2005, 2006.)
[Code: 323-No_SE-3]

Question 4: According to the NCLB Act, the statewide tests of students' performance will be devoted to English and math only. Do you think a test covering only English and math would provide a fair picture of whether a school in your community is or is not in need of improvement, or should the test be based on other subjects also? (Asked in: 2003, 2004, 2005, 2006.)
[Code: 322-No_SE-4]

Question 5: According to the new national education legislation, each of the 50 states can select the test it wishes to use for the grade 3 through 8 tracking. Which would you prefer -- letting your state use its own test, or requiring all 50 states to use a single standardized test? (Asked in: 2002, 2009.)
[Code: 314-No_SE-5]

Question 6: (Asked of those opposed.) Why do you oppose reporting test scores separately? [Asked in 2005 of those responding “opposed” to the question “ The No Child Left Behind Act requires that test scores be reported separately by students' race and ethnicity, disability status, English-speaking ability, and poverty level. Do you favor or oppose reporting test scores in this way in your community?] (Asked in: 2005.)
[Code: 816-No_SE-6]

Question 7: How much, if at all, are you concerned that relying on testing for English and math only to judge a school's performance will mean less emphasis on art, music, history, and other subjects? Would you say you are concerned a great deal, a fair amount, not much, or not at all? (Asked in: 2003, 2004, 2005, 2006.)
[Code: 324-No_SE-7]

Question 8: If the current emphasis on results is encouraging teachers to "teach to the tests," do you think this will be a good thing or a bad thing? (Asked in: 2003, 2005, 2006, 2007.)
[Code: 325-No_SE-8]

Question 9: In your opinion, is it possible or not possible to accurately judge a student's proficiency in English and math on the basis of a single test? Don't know Yes, possible No, not possible (Asked in: 2003, 2004,2006.)
[Code: 326-No_SE-9]

Question 10: In your opinion, will the current emphasis on standardized tests encourage teachers to "teach to the tests," that is, concentrate on teaching their subjects to pass the tests rather than teaching the subject, or don't you think it will have this effect? (Asked in: 2003, 2005, 2006, 2007.)
[Code: 327-No_SE-10]

Question 11: Let's assume that one school starts a year with 35% of its students passing the NCLB test, while another school starts with 65% passing the test. In your opinion, should the amount of improvement required be the same for both schools or should it vary according to where the school started? (Asked in: 2005.)
[Code: 817-No_SE-11]

Question 12: National legislation requires that a public school guarantee that every student in that school pass the state proficiency test by the end of the school year 2013-14. How likely do you think it is that this goal could be achieved in the public schools in your community -- very likely, somewhat likely, not very likely, or not at all likely? (Asked in: 2002, 2007.)
[Code: 315-No_SE-12]

Question 13: The No Child Left Behind Act requires that test scores be reported separately by students' race and ethnicity, disability status, English-speaking ability, and poverty level. Do you favor or oppose reporting test scores in this way in your community? (Asked in: 2004, 2005, 2006.)
[Code: 818-No_SE-13]

Question 14: The No Child Left Behind law currently requires testing in one grade in high school. A proposal has been made to expand the testing to include grades 9, 10, and 11. Do you favor or oppose this proposal? (Asked in: 2005.)
[Code: 814-No_SE-14]

Question 15: One requirement of the NCLB Act is that the achievement test scores for the students in that school be reported separately for each of eight groups of students, including one based on students’ English-speaking ability. In your opinion, should students with limited English-speaking ability be required to pass an English proficiency test before their reading and math test scores are used to measure that schools’ performance or not? (Asked in: 2007.) [Code: 839-No SE-15]

Effect on Curriculum
Question 16: Just based on your impression, or what you have heard, has NCLB’s emphasis on English and math reduced the amount of instructional time spent in the local public schools for science, health, social studies, and the arts, or not? (Asked in: 2007.) [Code: 840-No SE-16]

Question 17: How do you feel about this reduced emphasis on the teaching of science, health, social studies, and the arts in the local public schools? Are you very concerned about this, somewhat concerned, not very concerned, or not at all concerned? (Asked of those who said yes to “ Just based on your impression, or what you have heard, has NCLB’s emphasis on English and math reduced the amount of instructional time spent in the local public schools for science, health, social studies, and the arts, or not?”) (Asked in: 2007.) [Code: 841-No SE-17]

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POLL RESULTS

Evaluation/Testing
Question 1: The new national education legislation requires the tracking of student progress from grades 3 to 8 based on an annual test. Would you favor or oppose such a test in the public schools in your community? (Asked in: 2002, 2009.)
[Code: 320-No_SE-1]

Question 2: Under the NCLB Act, a school's performance is evaluated annually based on the performance of its students. In your opinion, which is the better way to judge the job a public school is doing? Whether students meet a fixed standard? Whether students show reasonable improvement from where they started? Don’t know. (Asked in: 2003.)
[Code: 321-No_SE-2]

Question 3: According to the NCLB Act, determining whether a public school is or is not in need of improvement will be based on the performance of its students on a single statewide test. In your opinion, will a single test provide a fair picture of whether or not a school needs improvement? (Asked in: 2003, 2004, 2005, 2006.)
[Code: 323-No_SE-3]

Question 4: According to the NCLB Act, the statewide tests of students' performance will be devoted to English and math only. Do you think a test covering only English and math would provide a fair picture of whether a school in your community is or is not in need of improvement, or should the test be based on other subjects also? (Asked in: 2003, 2004, 2005, 2006.)
[Code: 322-No_SE-4]

Question 5: According to the new national education legislation, each of the 50 states can select the test it wished to use for the grade 3 through 8 tracking. Which would you prefer -- letting your state use its own test, or requiring all 50 states to use a single standardized test? (Asked in: 2002, 2009.)
[Code: 314-No_SE-5]

Question 6: (Asked of those opposed.) Why do you oppose reporting test scores separately? [Asked in 2005 of those responding “opposed” to the question “The No Child Left Behind Act requires that test scores be reported separately by students' race and ethnicity, disability status, English-speaking ability, and poverty level. Do you favor or oppose reporting test scores in this way in your community?] (Asked in: 2005.)
[Code: 816-No_SE-6]

Question 7: How much, if at all, are you concerned that relying on testing for English and math only to judge a school's performance will mean less emphasis on art, music, history, and other subjects? Would you say you are concerned a great deal, a fair amount, not much, or not at all? (Asked in: 2003, 2004, 2005, 2006.)
[Code: 324-No_SE-7]

Question 8: If the current emphasis on results is encouraging teachers to "teach to the tests," do you think this will be a good thing or a bad thing? (Asked in: 2003, 2005, 2006, 2007.)
[Code: 325-No_SE-8]

Question 9: In your opinion, is it possible or not possible to accurately judge a student's proficiency in English and math on the basis of a single test? (Asked in: 2003, 2004.)
[Code: 326-No_SE-9]

Question 10: In your opinion, will the current emphasis on standardized tests encourage teachers to "teach to the tests," that is, concentrate on teaching their subjects to pass the tests rather than teaching the subject, or don't you think it will have this effect? (Asked in: 2003, 2005, 2006, 2007.)
[Code: 327-No_SE-10]

Question 11: Let's assume that one school starts a year with 35% of its students passing the NCLB test, while another school starts with 65% passing the test. In your opinion, should the amount of improvement required be the same for both schools or should it vary according to where the school started? (Asked in: 2005.)
[Code: 817-No_SE-11]

Question 12: National legislation requires that a public school guarantee that every student in that school pass the state proficiency test by the end of the school year 2013-14. How likely do you think it is that this goal could be achieved in the public schools in your community -- very likely, somewhat likely, not very likely, or not at all likely? (Asked in: 2002, 2007.)
[Code: 315-No_SE-12]

Question 13: The No Child Left Behind Act requires that test scores be reported separately by students' race and ethnicity, disability status, English-speaking ability, and poverty level. Do you favor or oppose reporting test scores in this way in your community? (Asked in: 2004, 2005, 2006.)
[Code: 818-No_SE-13]

Question 14: The No Child Left Behind law currently requires testing in one grade in high school. A proposal has been made to expand the testing to include grades 9, 10, and 11. Do you favor or oppose this proposal? (Asked in: 2005.)
[Code: 814-No_SE-14]

Question 15: One requirement of the NCLB Act is that the achievement test scores for the students in that school be reported separately for each of eight groups of students, including one based on students’ English-speaking ability. In your opinion, should students with limited English-speaking ability be required to pass an English proficiency test before their reading and math test scores are used to measure that schools’ performance or not? (Asked in: 2007.) [Code: 839-No SE-15]

Effect on Curriculum
Question 16: Just based on your impression, or what you have heard, has NCLB’s emphasis on English and math reduced the amount of instructional time spent in the local public schools for science, health, social studies, and the arts, or not? (Asked in: 2007.) [Code: 840-No SE-16]

Question 17: How do you feel about this reduced emphasis on the teaching of science, health, social studies, and the arts in the local public schools? Are you very concerned about this, somewhat concerned, not very concerned, or not at all concerned? (Asked of those who said yes to “ Just based on your impression, or what you have heard, has NCLB’s emphasis on English and math reduced the amount of instructional time spent in the local public schools for science, health, social studies, and the arts, or not?”) (Asked in: 2007.) [Code: 841-No SE-17]

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Last modified August 6, 2012
k_q_nclb_2.htm