FOREWORD The opinions of 1.6 million classroom teachers in the American public schools are important. Before 1960 there was much speculation but little known about teacher opinion regarding educational problems. In 1960 the NEA Research Division initiated its Teacher Opinion Poll to provide prompt, accurate, and continuous sampling of teacher opinion on important issues 'in education. The scientific probability sampling procedures used in the Teacher Opinion Polls were developed through experimentation and application of the best in modern sampling theory. The procedures are under constant surveillance and are subjected to rigorous statistical checks. Improvements are made in light of new developments and experience. Today, more is known and reported about the opinions of teachers than any other professional group in the nation. The results of the NEA Research Division Teacher Opinion Poll are widely respected and used by members of the teaching profession who read the findings published regularly in the NEA Journal. The general public has shown much interest in the many Teacher Opinion Poll findings reported in the public press. This volume summarizes the results of Teacher Opinion Polls reported during the past five years. The opinions expressed by teachers in these polls do not necessarily solve a problem or settle a controversy. On the other hand, the opinions expressed do provide significant insight into the views of classroom teachers who are in close contact with educational problems and are in a position to have informed opinions. Special acknowledgement is due Glen Robinson who has coordinated the technical development of the sampling procedures used in the Teacher Opinion Polls. Dr. Robinson is also responsible for the preparation of the survey instruments used in the polls and for writing the reports of the findings. In the preparation of this summary of Teacher Opinion Poll findings, Dr. Robinson has been assisted by Dr. David Iwamoto and Mrs. Beatrice C. Lee. 57-880 0-66-4 HAZEL DAVIS INTRODUCTION The Research Division of the National Education Association has surveyed teacher opinions on many topics. This report is a comprehensive summary of the findings the NEA Research Division has collected and published in its periodic Teacher Opinion Poll. Beginning in May 1960, the results of Teacher Opinion Polls have been published monthly in the NEA Journal. This report summarizes all the Teacher Opinion Poll columns that appeared in the NEA Journal from May 1960 through May 1965. The original texts of Teacher Opinion Poll columns have been abbreviated in order to conserve space, to avoid repetition, and to include data for subsamples of teachers that were omitted from the original articles because of space. Teacher Opinion Poll information published in the October 9, 1964, issue of the NEA Reporter is included. Also included are the results of a few Teacher Opinion Poll questions which have not been published previously. These findings are grouped under 22 major headings contained in this report. Sampling Procedure and Response Rates Teacher Opinion Polls are conducted periodically with nationwide probability samples of classroom teachers in public elementary and secondary schools. These samples are selected according to a two-stage random procedure in the following manner: 1. The punch card listing of all school sys- 3. Current rosters of classroom teachers in the selected systems are obtained from each school system. 4. Teachers are randomly selected from the rosters with probabilities designed to yield a self-weighting sample of classroom teachers for the nation. The total sample size used in Teacher Opinion Polls has changed with Research Division experience in the polling process and with changes in the population of classroom teachers. The minimum precision requirements established for Teacher Opinion Poll reporting is that, for the smallest subgroup for which sample data are reported, chances must be at least 9 in 10 that the sample percentage will be within plus or minus 5 percentage points of the true percentage in the population when that percentage is near 50 percent. Most of the estimates reported from Teacher Opinion Poll data exceed these minimum requirements. ABILITY GROUPING Ability grouping is often defined as the grouping of pupils into classes on the bases of ability as measured by intelligence or achievement tests. The terms, homogeneous grouping and ability grouping, are frequently used interchangeably, but the criteria used for grouping homogeneously are usually broader than those used for ability grouping. Ability grouping is often advocated as a solution to the problems of meeting the needs and abilities of all pupils. It is often said to make teaching more efficient because it reduces the range of pupil abilities to teachable groups. Opponents of ability grouping contend that (a) ability grouping is undemocratic and breeds snobbishness; (b) it creates problems of finance and facilities, especially for small schools; and (c) the definition of ability is not clear cut, and the instruments of measurement are crude. Ability grouping in elementary schools. (February and March 1960, Teacher Opinion Polls 1 and 2 combined. Reported in the NEA Journal, April 1961, p. 62.) Should elementary-school pupils be grouped according to ability? The NEA Research Division asked a nationwide sample of elementaryschool teachers the following question: Considering all the advantages and disadvantages of ability grouping according to IQ or achievement test scores, do you favor such groupings into separate classes, in elementary schools? Here are the answers received: Opinions were analyzed according to whether the teachers had or had not taught in schools with ability grouping. Elementary-school teachers who had taught under both arrangements were 2 to 1 in favor of ability grouping. Opinions were: Approve of grouping Disapprove of grouping Don't know Number reporting In 1960, a question asked by the NEA Research Division of classroom teachers concerned whether the disclosures a few months earlier of dishonesty and deception in the television and radio industries might have affected the moral values of children and youth. Over one-half of the teachers did not believe this to be true of the pupils they taught. The question asked was: In your opinion, have the recent scandals in the TV and radio industries had any effect on the values of honesty and integrity held by your pupils? More than half of the teachers did not believe the scandals had any effect on the values of honesty and integrity held by their pupils. Yes, seriously restricts 23.8% 21.2% 28.3% Caused pupils to be more Question does not apply (TV reception is poor or few homes examine and improve |