Lessons from the
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Why 95% of Adult Americans Endorse
Environmental Education
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Lessons from the Environment
Why 95°/o of Adult Americans
Endorse Environmental Education
The Ninth Annual National Report Card on
Environmental Attitudes, Knowledge, and Behaviors
May 2001
©The National Environmental Education & Training Foundation
©Roper Starch Worldwide
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About The National Environmental
Education £t Training Foundation
The National Environmental Education & Training Foundation (NEETF) is a private
non-profit organization authorized by Congress in 1990. The Foundation strives to help
America meet critical national challenges by connecting environmental learning to issues
of national concern such as health care, educational excellence, business profitability, and
effective community participation. NEETF awards leveraged challenge grants to
outstanding environmental projects across the nation, and issues an annual
NEETF/Roper Report Card on Environmental Attitudes, Knowledge, and Behaviors. In
addition, NEETF seeks funds to support several innovative environmental, education
programs. Our work is organized into the following six programs:
I. The "ECO-Essentials" Program is an exciting new effort to more effectively educate
the adult population on environmental issues through the thoughtful use of television,
radio, print media, and the Internet.
II. The National Education and Environment Partnership takes environmental learning
into the mainstream of the K-12 education system, demonstrating how it produces
high performance students and schools.
III. The EnvironMentors Project matches adult mentors with students at under-
resourced urban high schools.
IV. The Health and Environment Partnership aims to dramatically improve health care
by better educating doctors and nurses on environmental risk factors.
V. The Green Business Network is a "green" business website and community college-
based training system that will put affordable, profit-making environmental practices
into the hands of millions of small business owners.
VI. The Environments-for-Learning Program works to improve school environments,
and to make America's public lands and nature centers more accessible to schools and
teachers as tools of environmental education.
Acknowledgments
The trustees and staff of The National Environmental Education & Training Foundation
are grateful to all those who helped support this survey. We greatly appreciate the work
done on the survey by David Lintern of Roper Starch Worldwide who, as account
manager, managed the field research and analysis, as well as the writing of this report.
4f*L Cover printed on 100% Recycled, 30% postconsumer paper;
" Inside printed on 100% Postconsumer recycled paper, process chlorine free.
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Table of Contents
Foreword: 95% Support for Environmental Learning.. .i
Executive Summary ii
Part I. Support for Environmental Education for Both School Children and Adults ...1
Americans Overwhelmingly Support Environmental Education in Schools 1
Americans Strongly Believe Environmental Education Affects Children Positively 2
Americans Offer Resounding Support for Environmental Education for Adults 3
Part II. Attitudes on Balancing the Environment and the Economy 6
"Working Together: Environmental Protection and Economic Development ..6
If Forced to Choose, Americans Want Environmental Protection 8
Gender and Age Gaps Persist .8
Healthy Environment, Healthy Economy '. ....9
Will Technology Save the Environment? 10
Americans Continue to Support Environmental Laws 11
Strongest Public Support Is Aimed at Water and Air Regulations 14
Trends in Support of Regulations for Key Environmental Areas 16
Part III. The State of Environmental Knowledge, Year 2000 19
Americans Self-Report Adequate Knowledge of the Environment 19
In Reality, Most Americans Are Environmentally Illiterate,
Failing a Knowledge Quiz .20
Part IV. Environmental Activities 28
Everyday Environmental Action is High, But Falling , 28
Regional Differences 30
Knowledge and Action 30
Part V. Conclusions and Recommendations , 32
Recommendations for Combating Environmental Illiteracy 33
Appendix A: Special Subgroup Analyses 34
Appendix B: Methodology and Questionnaire .39
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List of Figures
Figure
Page
1: Awareness and Opinion of Environmental Education in Schools .....2
2: Expected Effects of Environmental Education 3
3: "Great Deal of Effect" from Environmental Education, by Gender 4
4. Government Support of Environmental Education Programs 4
5: Environmental Training for Employees of Private Companies 5
6: Environmental Protection and Economic Development Can Go Hand in Hand 7
7: When Compromise Is Impossible, Environment Favored Over Economic Development 8
8: Trend Data: Preference for the Environment Over the Economy, by Gender and Age 9
9: Healthy Environment Equals Healthy Economy? 10
10: Will Technology Save the Environment? 10
11: Opinion of Environmental Laws and Regulations 11
12: Attitudes Toward Environmental Laws, by Gender and Age 12
13: Trend Data: Environmental Laws "Do Not Go Far Enough," by Gender and Age..... 13
14: Current Regulation of Specific Environmental Issues 14
15: Trend Data: Water Pollution Laws "Do Not Go Ear Enough," by Gender, Age, and Region....16
16: Trend Data: Air Pollution Laws "Do Not Go Far Enough," by Gender, Age, and Region 17
17: Self-Assessed Knowledge of Environmental Issues and Problems 20
18: National Environmental Report Card 23
19: Percentage Answering Knowledge Questions Correctly --24
20: Environmental Activities Performed Frequendy in Day-to-Day Life 29
21: Environmental Activities Performed Frequently, by Region, 30
22: Environmental Activities Undertaken Frequendy in Day-to-Day Life, by Performance on
Environmental Knowledge Quiz 31
23: The Environmental Gender Gap, 2000 ,.- -35
24: Responses to Environmental Quiz Questions, by Gender 36
25: Responses to Environmental Quiz Questions, by Age 37
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2000 NEETF/Roper Report Card
Foreword:
95% Support for Environmental Learning
The American public seems to understand two critical aspects of environmental
knowledge. First, there isn't enough of it around, and second, there will be a need for even
more of it in the future as environmental issues become more complicated and the nation
is challenged to find workable solutions. The good news is that the American public is on
board for the challenge. .
When we first conducted this version of the NEETF/Roper Survey in 1997, we wondered
how much support there was for environmental education. The '97 study clearly showed
that the public needed more basic environmental knowledge. Only about a third of the
public had even the most superficial understanding of basic environmental issues. The
2000 survey confirms Americas shortage of essential environmental knowledge, showing
virtually no progress in the past three years.
Nevertheless, despite or perhaps because of their own lack of knowledge, Americans
are firmly supportive of environmental education efforts. We were amazed to learn that
fully 95% of adult Americans, even most of those concerned that government regulations
have "gone too far," believe that environmental education belongs in our schools.
Importantly, the 2000 survey probes more deeply into why Americans support environ-
mental education in the schools. It also looks at the high level of support for adult
environmental education.
The National Environmental Education & Training Foundation is pleased to present this
2000 NEETF/Roper Report Card, and in so doing, to call for dramatic measures to
increase environmental literacy in America.
Kevin Coyle
President,
The National Environmental Education & Training Foundation
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Executive Summary
A Worrisome Lack of Knowledge...
But Clear Support for a Solution
Although there is a persistent and troubling lack of environmental knowledge among
Americans today, there is also a remarkable level of support for one possible solution: Fully
95% of adult Americans (including 95% of parents) feel that environmental education
should be taught in our K-12 schools. The reason for this phenomenal level of support
runs deeper than originally thought: There are numerous benefits that adults see children
receiving from environmental education programs. Most adults also think that they
themselves should have improved access to environmental education at home and in the
work place.
The 2000 survey confirms that widespread environmental illiteracy persists. A majority of
the public still does not know the leading causes of such issues as water pollution, air
pollution and solid waste. However, this is not reflected in most peoples' attitudes. In fact,
there is increasing public concern about pollution of the environment.1 Americans
endorse government programs to protect water and air from pollution.
The 2000 NEETF/Roper Survey evaluates public attitudes and knowledge on the
environment and how these characteristics have changed over the past nine years. It is
based on a nationally representative sample of 1,505 Americans, age 18 and older,
surveyed by Roper Starch "Worldwide in August 2000 by telephone.
Americans Want Environmental Education for School Children
In the last three decades, many schools have incorporated the environment into their
science curriculum. About one half of all schools offer some environmental education in
the curriculum but usually just for a few hours a year.2 Support seems to be on the rise,
however. For example, there is now an advanced placement course for environmental
science in some high schools and a growing number of environment-based schools.
Perhaps because they had few such classes themselves as students or perhaps because of the
burgeoning interest in the environment society-wide, the vast majority of American adults
view the study of the environment as a positive development. Fully 95% support the
practice of teaching school children about the environment.
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2000 NEETF/Roper Report Card
To investigate possible reasons for the public s support of environmental education, the
2000 NEETF/Roper Survey added questions about the potential effects of environmen-
tal education on young people. A majority of Americans (57%) say that environmental
education has "a great deal" of effect in preparing children to better understand environ-
mental issues as adults. Another 31% say environmental education has "a moderate effect"
on young people's preparedness for understanding the environment as adults. This adds
up to a total of 88% of Americans who find some benefits to environmental education.
In addition, fully half of the American public believes that environmental education has
a great deal of effect in teaching children to respect the people and places around them
and in encouraging children to be involved in community service projects.
Americans believe that environmental education should extend beyond the classroom and
that an appreciation and understanding of the environment creates well-rounded children
prepared to enter into and contribute to the larger society.
Environmental Education for Adults Is Strongly Supported
Importantly, Americans do not want environmental education to end with graduation.
There is strong support for governmental and corporate'involvement in environmental
education for adults. In a new question on the 2000 NEETF/Roper Survey, Americans
were asked whether the government should be involved in educating adults about
environmental, issues and problems. The vast majority of Americans (86%) agreed that
government agencies should support such educational programs.
In addition, the public endorses the concept of turning to private companies to help solve
environmental problems. Over 80% agree that "private companies should train their
employees to solve environmental problems." Americans appear to want environmental
education on the national agenda, and want government agencies and corporate America
to be involved in educating adults about the environment.
Americans Want Environmental Balance:
They See the Environment and the Economy as Interdependent
As in the previous eight years of this research, a majority of Americans say that environ-
mental protection and economic development can go hand in hand. Of those surveyed,
63% agree with this option, rather than the alternative that one must be chosen over
the other (25%). .
Americans say that a balance between the environment and the economy is required for
prosperity. Fully 89% either strongly or mostly agree that "The condition of the
environment will play an increasingly important role in the nations economic future."
Thus, Americans believe that environmental protection and economic development must'
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2000 NEETF/Roper Report Card
be achieved together to ensure a vibrant nation. Still, when people are asked to choose
between environmental protection and economic development, fully 71% say they would
choose the environment.
There is room for improvement in our efforts to protect the environment. Close to half
(46%) of Americans hold the view that current laws "do not go far enough" to protect the
environment. One-third (32%) hold the view that existing laws have struck "about the
right balance," while 15% contend that laws and regulations already "go too far."
Two Out of Three Adult Americans
Still Fail a Simple Environmental Quiz
When asked directly, most Americans (70%) say they know at least "a fair amount" about
environmental issues and problems. However, when knowledge is measured via
performance on a pre-tested environmental quiz (12 multiple choice questions about
recent environmental topics), most Americans do not do so well. If the public were graded
on the quiz, just one third (32%) would receive a passing grade of "C" or better (9 or more
correct answers). Moreover, just one in ten adults (11%) in the U.S. would receive a grade
of "A," answering at least 11 of the 12 simple questions correctly.
Because the quiz included in the 2000 NEETF/Roper Survey repeats the questions asked
in the 1997 NEETF/Roper Survey, it is possible to analyze responses over time. Over the
last three years, Americans seem to have learned little about the issues covered in the quiz,
improving their score on only one question (the most common source of water pollution).
On two questions the largest source of carbon monoxide and the function of ozone
a lower proportion of respondents answered correctly in 2000 than in 1997.
"While the. reason for particular changes is not entirely clear, what is certain is that
Americans need further education about the environment.
Engagement in Most Environmental Activities Is High,
But May Be Falling
Asked how often they perform each of eight activities that benefit the environment, a
majority of Americans perform four "frequently" (as opposed to "occasionally" or
"never"). As in the past, one of the simplest behaviors tops the list: 85% report that they
frequendy turn off lights and electrical appliances when not in use. Majorities also
frequently try to conserve water, to reduce the amount of garbage they produce, and to
recycle newspaper, cans, and glass.
The proportion of Americans saying they try to conserve water, reduce the amount of
garbage they produce, purchase biodegradable products, or avoid using chemicals in their
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2000 NEETF/Roper Report Card
yard or garden is lower than in the past two years. It is difficult to say why Americans are
less engaged in these activities, but one obvious tool to help reverse this trend is environ-
mental education for adults.
Indeed, for several activities on the list there is a relationship between environmental
knowledge and engaging in an activity. As overall knowledge increases (as measured by the
number of correct answers to the quiz section), the likelihood of participating in several
activities also increases. This trend is most evident for turning off lights when not in use,
recycling newspapers, cans, and glass, and avoiding the use of chemicals in the yard.
Clearly, knowledge of the environment has an effect on the likelihood of engaging in day-
to-day activities that directly or indirectly benefit the environment. Increasing environ-
mental knowledge for all Americans should increase individual involvement in
environmental affairs.
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2000 NEETF/Roper Report Card
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mammauwaam
PART
Support for Environmental Education for
Both School Children and Adults
For most adult Americans, environmental education was not a topic they learned during
their formative school years. Students studied the basics of biology or geology in science
class, but there was little concentrated focus on the environment in most schools until the
early 1980s. In the last two decades, earth sciences and environmental education have
entered the curriculum at many schools.
The vast majority of adults say this is a positive development, stating that environmental
education in schools has a major impact on several aspects of the lives of todays children.
In addition, there is strong support for governmental and corporate involvement in
environmental education for adults.
Americans Overwhelmingly Support
Environmental Education in Schools
In 1997, the NEETF/Roper Survey included two questions about environmental
education in schools, to determine whether Americans think such classes belong in
schools and whether local schools offer environmental education classes. The 2000 Survey
updates the answers to both of these questions (Figure 1). Despite (or perhaps due to)
their own lack of environmental knowledge, fully 95% of American adults support the
practice of teaching children about the environment in school. This is virtually the same
proportion of people who held this opinion in 1997.
The other question asked Americans whether environmental education is taught in
their community schools. Again, the results in 2000 match those of 1997: 50%
responded that environmental education is taught in their local schools, while most of
the remaining respondents (41%) don't know whether the topic is taught in their
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2000 NEETF/Roper Report Card
Percent Responding
Do you think environmental education
should be taught in schools?
Do the schools in your community
have environmental education?
Yes
2000
95
50
1997
94
51
No/Depends
2000
3
1997
4
9 \ 9
Don't know j
2000
2
1997
2
41 j 40
.,..,.,...
community's schools. In 1997, 51% said their local schools offer environmental
education and 40% did not know.
Clearly, adult Americans want environmental education for today's young people.
Americans Strongly Believe Environmental Education Affects
Children Positively
To investigate the sources of the public's support for environmental education, the 2000
NEETF/Roper Survey added several questions about the possible effects that environ-
mental education may have on school children (Figure 2). Overall, Americans believe that
environmental education extends beyond the classroom, and that an appreciation and
understanding of the environment creates well-rounded children better prepared to be
part of society. '
The most notable effect of environmental education, according to 87% of those surveyed,
lies in helping children to better understand environmental issues when they become
adults. Almost as important, 85% of American adults think that environmental education
contributes to building respect for people and places, and encourages children to get
involved in community service work.
As with other issues, gender is a key factor driving attitudes regarding the effects of
environmental education. For four of the six effects mentioned in the survey question,
women are significantly more likely than men to state that environmental education in
schools has a great deal of effect on young people (Figure 3). This is especially true for two
of the effects: encouraging children to get involved in community service projects (57%
of women responded "a great deal of effect" versus 41% of men) and teaching children to
respect the people and places around them (56% of women vs. 44% of men).
In other words, women appear to be more optimistic than men about the possible benefits
of environmental education. By extension, women are probably more likely to give
environmental education a chance to prove its worth (although the vast majority of both
genders say that environmental education should be taught in schools). It is worth noting
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2000 ISIEETF/Rope/- Report Card
that women have consistently shown more support of, and concern for, the environment
than men. (See Appendix A, "Environmental Gender Gap," for details.)
Americans Offer Resounding Support for Environmental
Education for Adults
Too Little Government Support for Environmental Education Programs?
In another question added to the 2000 NEETF/Roper Survey, Americans were asked to
what extent government should be involved in educating adults about environmental
issues and problems. The vast majority (86%) of Americans endorse the statement,
"Government agencies should support environmental education programs for adults"
Percent Responding
No Effect at All
Only a Little
A Moderate Amount
A Great Deal
Preparing children to better
understand environmental issues
when they are adults
31
57
Teaching children to respect the
people and places around them
35
50
Encouraging children to get involved
in community service projects
I
35
:50
Helping children perform better in
science
lj
37
47
Helping children find jobs later in life as
the environment will play a larger role 51
in future employment opportunities
39
31
Helping children perform better in
social studies 7 I
40
29
Question wording:
There are many ways that environmental education in schools can affect children. Do you think environmental
education has a great deal of effect, a moderate amount of effect, only a little effect, or no effect at all on
(READ ITEM)?
'
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2000 NEETF/Roper Report Card
Preparing children to better understand environ-
mental issues when they are adults
Teaching children to respect the people and
places around them
Encouraging children to get involved in
community service projects
Helping children perform better in science
Helping children find jobs later in life as the
environment will play a larger role in future
employment opportunities
Helping children perform better in social studies
Total
o/o
57
50
50
47
31
29
Gender
Male
o/o
52
44
41
44
29
25
Female
o/o
62
56
57
49
32
34
(Figure 4). Nearly half (48%) strongly agree with this idea, while an additional 38%
mostly agree.
Only one subgroup differs significantly from the national average on government support
for adult education on the environment: those who think that current environmental
regulations "go too far." But even among this group, a high number (62%) agree that
government agencies should be involved in adult environmental education programs.
Environmental Training for Employees of Private Companies
The public also endorses the concept of turning to private companies to help solve
environmental problems (Figure 5). Asked to state their agreement with the following
statement: "Private companies should train their employees to solve environmental
Government agencies should
support environmental
education programs for adults
Agree
Disagree
13% I
Question wording: " I
Please indicate (for each of the following statements) whether you strongly agree, mostly agree, mostly disagree,
or strongly disagree.
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2000 NEETF/Roper Report Card
Private companies should train
their employees to solve
environmental problems
Disagree
Question wording:
Please indicate (for each of the following statements) whether you strongly agree, mostly agree, mostly disagree, or
strongly disagree.
problems," 82% s'ay they agree either strongly (45%) or mostly (37%). Clearly, Americans
want corporate America to be involved in educating adults about the environment.
Even among those who think that current environmental regulations go too far, 77%
agree that having private companies train their employees to solve environmental
problems may be a good idea, as it addresses a need without increasing government
intervention.
Americans want environmental education for both children and adults. Perhaps this
desire for continued learning reflects a growing understanding of the complexity of
environmental issues, or perhaps it is spurred by continuing reports of environmental and
energy problems. Whatever the source, the recognition that environmental education
needs to be a lifelong effort is, one of the most positive statements coming out of the 2000
NEETF/Roper Survey.
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PART II:
Attitudes on Balancing the Environment
and the Economy
A growing number of financial analysts agree that the most successful businesses of the
future will have to be top environmental performers. Good environmental performance is
closely tied to product and service quality. It is also closely tied to employee health and
safety, as well as lower operating costs as a result of energy and materials savings. American
companies will have to be as environmentally sophisticated as their foreign competitors or
they will be shut out of many markets.
Financial analysts are catching on to what the majority of Americans already believe
pitting economic success against environmental quality is a false dichotomy. Americans
want a thoughtful balance between the environment and the economy. They believe the
two realms must be in concert if die nation is to have a vibrant, prosperous future.
The 2000 NEETF/Roper Survey finds once again that the majority of Americans want
the government to maintain an active role in protecting the environment. Relatively few
individuals believe that current environmental regulations go too far in the direction of
protecting the environment. Moreover, if forced to choose between environmental
protection and economic development, most Americans opt to protect the environment.
We recognize that such a question, in the abstract and without the threat of a local plant
closing or the loss of a job, will have a bit of a "halo" effect. Over time, however, the public
consistently registers support for the environment when a choice must be made.
Working Together: Environmental Protection and
Economic Development
Reading a newspaper, watching television, or listening to a political debate, one might
think that no bridge could span the differences between the needs of the environment and
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2000 NEETF/Roper Report Card
68
Percent Responding
63
63 61 - 61
28 07
25 25 J26 26 |H1 _ 25
22 r-n 23
D 1992
D 1993
D 1994
H 1995
Q 1996
1997
O 1998
1999
M 2000
12 12 13
Can Go
Hand in Hand
Must Choose Between
Environment and Development
Depends/
Don't Know
Question wording:
Most of the time, do you think environmental protection and economic development can go hand in
that we must choose between environmental protection and economic development?
'., or
the needs of the economy. However, in recent years, Roper Starch Worldwide has found
that as Americans have become more optimistic about the robustness of the nation's
economy, they have also become more optimistic about the potential quality of the natural
environment. Like the previous eight NEETF/Roper Surveys, the 2000 Survey finds the
majority of Americans (63%) firmly believing that environmental protection and
economic development can go hand in hand (Figure 6). Only a quarter of respondents
believe that one must choose between environmental protection and economic
development.
As in the past, these attitudes are consistent across sex and age subgroups, varying only by
education, environmental knowledge, and income levels: 72% of those with a college
degree select the hand-in-hand opinion, compared to 63% of those with some college
education and 59% of Americans with a high school education or less. Seventy percent of
respondents who were top performers in the survey's environmental knowledge quiz (nine
or more correct answers out of 12 questions see Part III for details) feel the economy
and environment can go hand in hand. This compares to 52% among the lowest
performers in the quiz (four or fewer correct answers).
Similarly, 67% of higher income households ($50,000+) believe that economic
development and environmental protection go hand in hand, compared to 57% of lower
income households (under $20,000).
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2000 NEETF/Roper Report Card
71
64 63 63
59
eo n
70
71
Percent Responding
22 22
17
El 1992
El 1993
El 1994
H 1995
D 1996
1997
D 1998
1999
C3 2000
20
Environmental Protection
Economic Development
Depends/Don't Know
Qtiestion wording:
When it is impossible to find a reasonable compromise between economic development and environmental
protection, which do you usually believe is more important: economic development of environmental protection?
If Forced to Choose, Americans Want Environmental Protection
When people are faced with a choice between environmental protection and economic
development, fully 71% say they would choose the environment, while only 16% would
choose the economy more than a four-to-one ratio (Figure 7). These proportions are
similar to past years, and show a clear pro-environment attitude among adult Americans.
Again, real-life situations might cause some individuals to change their views, and
attitudes might well be different if respondents were asked to choose between environ-
mental protection and preserving current jobs (rather than economic development). But,
in general, when the economy is strong, as it has been in the last decade, support for the
environment is strong as well.
One of the clearest indications of the strength of environmental support in America is that
even among those who think that environmental laws "go too far," there is significant
support for choosing the environment over economic development .when it comes down
to a choice. Nearly one half (47%) of those who feel that environmental laws go too far
would choose the environment if they had to make a choice.
Gender and Age Gaps Persist
As in past years, a significant difference exists between the attitudes of men and women,
evidence of an "environmental gender gap." There is an 8 point spread between the sexes
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2000 NEETF/Roper Report Card
in preference for environmental protection over the economy (67% among men, 75%
among women). (See Figure 8.) This gap in attitudes and behavior has been documented
in past NEETF/Roper Surveys, as women generally express greater pro-environment
sentiments than do men. Over the last eight years, women's preference for environmental
protection over economic development when forced to choose between the two has
increased 11 points, while male preference for the environment has increased just 3 points.
A generation gap is also evident, with younger Americans favoring the environment over
the economy when forced to choose (Figure 8). Younger Americans age 18-34 voted 75%
in favor of the environment on the 2000 NEETF/Roper Survey, compared to 68% of those
age 45-64, and 65 and over. While this generational pattern has been seen in previous
surveys, it is worth noting that the most pronounced shift in attitude in the last eight years
2000
1999
§
1993
1992
Change in
preference for
environment
since 1992
Total
o/o
71
70
59
64
+7
Gender
Male
67
66
56
64
+3
Female
75
74
61
64
+11
18-34
o/o
75
77
66
73
+2
35-44
o/o
72
71
61
62
+10
45-64
o/o
68
70
54
57
+ 1
65+
o/o
68
57
50
56
+12
has occurred among older Americans (+12 percentage points among ages 65 and over). As
the population ages, the proportion who favor environmental protection over economic
development when the two are in conflict may continue to increase over time.
Healthy Environment, Healthy Economy
In a question added in 2000, Americans were asked about the importance of the relation-
ship between the economy and the environment. The public overwhelmingly agrees that
"the condition of the environment will play an increasingly important role in the nations
economic future." Fully 89% of respondents either strongly or mostly agreed with this
statement, further supporting the belief that environmental protection and economic
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2000 NEETF/Roper Report Card
The condition of the environment will
play an increasingly important role in
the nation's economic future
Question wording:
Please indicate (for each of the following statements) whether you strongly agree, mostly agree, mostly disagree, or
strongly disagree.
development can and must work togedier to ensure a prosperous nation (Figure 9).
Whether that agreement reflects a hazy instinct on the subject or a growing understand-
ing of the interdependency of the economy and environment was beyond the scope of the
survey to determine. But it is notable that a majority of adult Americans (55%) strongly
agree with the assertion. Top performers in the survey quiz and the most highly educated
respondents were also a few percentage points more likely to believe that the environment
will play an important role in our economic future.
Will Technology Save the Environment?
During the 20th century, technology was often viewed as a panacea for society's ills. This
belief has long been applied to environmental issues, in the hope that scientists and
engineers will discover a technology "fix" to slow global warming or to change polluted
water into potable water. Many Americans have accepted this belief, with 66% agreeing
with the statement, "Technology will find a way of solving environmental problems"
(Figure 10). "While this shows some optimism among the public that solutions to environ-
mental problems can be found, it also shows that the public is looking to technology,
rather than individual action, for environmental solutions.
Although overall agreement on the role of technology is similar among men (67%) and
women (65%), men are significantly more likely to "strongly agree" (26% vs. 17%) that
technology will solve environmental problems.
Agree
Technology will find a way of solving
environmental problems
Disagree
31%
Question wording:
Please indicate (for each of the following statements) whether you strongly agree, mostly agree, mostly disagree, or
strongly disagree.
10
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2000 NEETF/Roper Report Card
Americans Continue to Support Environmental Laws
Much national debate occurs over the need for and scope of environmental laws in the
United States. Laws regulating air and water pollution, protecting natural areas and
wetlands, and conserving endangered species are often die subjects of heated public
discussion, as these laws have both environmental and economic impacts. Most
Americans feel that government federal, state, and local should be involved in
protecting the environment; the question is how much.
54
53
45 47 46 47 46
43 _ n n
231
29 yR 29 29
26
1992
1993
D 1994
M 1995
D 1996
1997
D 1998
1999
El 2000
15
16
n 16 n' 16
15
10 10
Not Gone Far Enough About the Right Balance Gone Too Far Don't Know
Question wording:
There are differing opinions about how far we've gone with environmental protection laws and regulations. At
the present time, do you think environmental protection laws and regulations have gone too far, not far enough,
or have struck about the right balance?
As Figure 11 shows, a plurality of Americans (46%) believe diat environmental laws and
regulations have "not gone far enough," while one-third (32%) hold the view that current
laws have struck "about the right balance." Fewer than 1 in 5 adults (15%) say that current
regulations "go too far." These three positions have held fairly steady over the last six years,
although in the early 1990s, as many as 63% of Americans felt that environmental laws
and regulations had not gone far enough. The increase in satisfaction with the role of
regulation could reflect die environmental gains of the 1990s or it could indicate a shift
against the environment. However, the growing number of Americans who favor environ-
mental protection above economic development would seem to indicate that no such shift
has occurred.
:.! I
-------
2000 NEETF/Roper Report Card
Extent of
Current
Environmental
Laws
Gone too far
Not gone
far enough
Struck about
the right
balance
Don't Know
Total
o/o
15
46
32
7
Gender
Male
%
20
42
32
6
Female
o/o
11
49
31
8
Age
18-34
o/o
9
51
33
7
35-44
o/o
15
45
33
6
45-64
o/o
16
45
32
6
65+
o/o
26
38
25
12
, Question wording: :
There are differing opinions about how far we've gone with environmental protection laws and regulations.. At ' :
: the present time, do you think environmental protection laws and regulations have gone too far, not far enough,
or have struck about the right balance?
As might be expected, opinions differ within gender, age, and community subgroups as
to the status of environmental laws and regulations. Here are some key patterns:
Gender: As with attitudes towards the environment and the economy, the environmental
gender gap also comes into play on the subject of environmental laws and regulations
(Figure 12). Women (49%) are significantly more likely than men (42%) to say that
current laws and regulations do not go far enough, while more men (20%) than women
(11%) state that current laws go too far. (The two sexes are equally likely to say that
current laws strike about the right balance: 32% of men and 31% of women). Other
Roper data confirm this pattern, with men more likely than women to say there is too
much government regulation in areas as varied as cable television, nuclear energy, fuel
economy standards for cars, and the use of pesticides and herbicides. At the same time,
women are more likely than men to say current laws do not go far enough for the disposal
of toxic wastes, airline safety, prescription drugs, and the use of pesticides and herbicides.3
Age: Attitudes toward environmental laws and regulations by age group are also in line
with age group attitudes towards the environment and the economy. The largest
difference is between the youngest (age 18-34) and the oldest (age 65+) subgroups (Figure
12). Among the younger group, 51% believe that laws for protecting the environment do
not go far enough, compared to 38% among those age 65 and over. Conversely, only 9%
of the younger group find that environmental regulations have gone too far, compared to
26% of the older group. Differences by gender and age toward environmental laws will
need to be considered when enacting new laws or enforcing existing laws, as all Americans
need to understand the benefits and consequences of environmental legislation.
12
-------
2000 NEETF/Roper Report Card
Despite a substantial change in attitude toward environmental regulation since 1992, in
the last several years, the proportion of each sex or age subgroup giving the "not gone far
enough" response has been quite stable, evidence that Americans have settled into their
opinions on this issue (Figure 13).
Type of Community: Support for environmental laws.and regulations is higher in urban
than rural areas. The "not gone far enough" position was chosen by 52% of respondents
living in urban areas, but only by 38% of rural residents. This difference may reflect more
traditional views of the environment "by those living in rural areas or the concerns that
people in the food and timber production industries have about the effects of regulation
on their livelihoods. Conversely, people in congested urban areas may have more concern
about the adequacy of environmental protection laws for air and water quality.
Recreational Use: On the whole, Americans who make recreational use of the
environment tend to have similar patterns of views on environmental laws and regulations
as other Americans. However, .there are significant differences in views depending on the
type of recreational use involved. For example, while only 10% of Americans who have
gone jogging in the last year think that regulations have gone too far, 31% of Americans
who have gone hunting in the last year hold the same view. Conversely, only 36% of
hunters think that regulations do not go far enough, a view shared by 55% of joggers.
Other recreational uses fall between these two extremes.
figi^^
I !'.'/-» M.''!-'... .".! JA1'"1- I ' " i ' - ' ' " ' " - ' '' '. ^'M^ViKiLeiSBi;
., ,:x.; { .;. .- _; .;,,^Y Kl'W^
2000
1999
§
1993
1992
Change in
"not gone
far enough"
since 1992
Change in
"struck right
balance"
since 1992
Total
o/o
46
47
54
63
-17
+15
Gender
Male
o/o
42
45
49 ~
59
-17
+11
Female
o/o
49
49
~ 58
67
-18
+17
Age
18-34
o/o
51
56
62 ~~~
69
-18
+17
35-44
O/o
45
47
60
68
-23
+16
45-64
o/o
45
44
~45
54
-9
+11
65+
o/o
38
36
.__
57
-19
+8
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2000 NEETF/Roper Report Card
Strongest Public Support Is Aimed at Water and Air Regulations
When asked to consider laws for the protection of five specific environmental issues,
Americans clearly rank two as most important: preserving water quality and air quality
(Figure 14). While 46% of respondents think that environmental laws in general have not
gone far enough, a much larger percentage (70%) believe that environmental laws and
regulations to fight water pollution have not gone far enough. Also, 63% say the same
thing about laws to fight air pollution. Support for additional regulations to protect wild
or natural areas drops to 50%, and below 50% for additional protection of wetlands and
endangered species.
Other Roper data confirm that a majority of Americans believe that current laws to
regulate the quality of the nations air and water do not go far enough.4 Public concern
Gone Too Far
About the Right Balance
Not Gone Far Enough
Percent Responding
Water Pollution
70
Not Gone
Far Enough
1999
69
1992
79
Air Pollution
63
62
72
Wild or
Natural Areas
50
52
59
Wetlands
44
46
53
Endangered
Species
39
42
51
I Question wording:
1 Thinking now about some specific areas, at the present time, do you think laws and regulations for (INSERT
ISSUE) have gone too far, not far enough, or have struck about the right balance?
-------
2000 NEETF/Roper Report Card
that regulations are insufficient to protect water from pollution is also supported by
Ropers annual Green Gauge report. When asked about the seriousness of 29 environ-
mental issues, the top two selected were contamination of drinking water and water
pollution from industrial waste.5 The higher level of support for air and water quality
programs, as compared to other issues, may be due to the perceived adverse effects of
polluted air 'and water on human health. . -
However, as with environmental regulations overall, support for additional regulation
(i.e., the position diat "current laws do not go far enough") has eroded somewhat for each
of the five issues since the first National Report Card study in 1992. Still, these
proportions have been stable since 1995, again an indication that Americans have setded
into their opinions on environmental issues.
As expected, opinions differ within gender, age, and community subgroups as to the
efficacy of current laws for specific environmental issues. Following are some key patterns:
Gender: For water pollution, air pollution, the protection of wild areas, and the
protection of endangered species, women opt for the "not gone far enough" option signif-
icandy more often than men (74% vs. 65% for water and 69% vs. 56% for air). More
men than women say regulations already go too far for the protection of endangered
species, wedands and wilderness areas, and air pollution. Men (27%) are nine percentage
points more likely than women (18%) to say that current laws to prevent water pollution
have struck the right balance, and nine points more likely to state that air pollution laws
have struck the right balance (31% vs. 22%).
Age: Young American adults (age 18-34) are at least 8 percentage points more likely than
older Americans (65+) to say that current laws for die five specific environmental issues
do not go far enough. Older Americans are more likely than the youngest adults to feel
that current laws go too far for protecting endangered species, wedands, and wilderness
areas. As the younger, pro-environment American population ages, their attitudes will
likely grow in popularity, perhaps changing the outlook for future environmental laws and
regulations.
Type of Community: Urban residents are especially likely to feel that current laws and
regulations for all five issues do not go far enough, while rural residents are more likely to
find that regulations for protecting endangered species, wedands, and wilderness areas
already go too far. Rural Americans are more likely than urban Americans to feel that
current laws to reduce water and air pollution have struck about the right balance. These
attitudes may relate to the relative impact that environmental laws and regulations have
on the jobs and leisure activities of rural and urban Americans.
mm-
-------
2000 NEETF/Roper Report Card
Trends in Support of Regulations for Key Environmental Areas
As noted, support for additional regulation in key environmental areas has eroded since
1992, although it has been roughly stable in the last six years. Following is a detailed
analysis of trends in support of further regulation in each of the five environmental areas
included in the 2000 NEETF/Roper Survey.
Water Pollution: Although the large majority of Americans (70%) support additional
regulations to protect water quality, that support has declined by 9 percentage points since
1992 (Figure 15). This trend is surprising in light of several large-scale waterborne
epidemics in the 1990s, media attention to the threats of microorganisms (such as
Cryptosporidium and E. Coli) in drinking water, and publicized research findings that
water quality has a clear impact on human health. Since 1992, support for additional
water pollution regulation has decreased most dramatically among four subgroups:
Americans age 65 and over (down 21 percentage points); males (-13 points); residents of
Western states (-11 points); and residents of Southern states (-10 points).
Figu^
:l ::;; .-...* ,;: ; by '.§£rj.fefr Age ,-j nd $$$$L;'M$&* ^('l^;S§M
2000
1999
§
1993
1992
Change in
"not gone
far enough"
since 1992
Change in
"struck right
balance"
since 1992
Total
o/o
70
69
77
79
-9
+9
Gender
Male
o/o
65
65
73
78
-13
+11
Female
o/o
74
72,
80
79
-5
+7
Age
18-34
o/o
73
71
80 '
80
-7
+5
35-44
o/o
72
69
78
81
-9
+10
45-64
o/o
68
69
75
71
-3
+8
65+
o/o
63
64
69
84
-21
+14
Region
North-
east
o/o
68
69
73
76
-8
+10
Mid-
west
o/o
70
63
73
77
-7
+9
South
o/o
71
73
80
81
-10
+7
West
o/o
69
67
79
80
-11 ;
+ 11
Air Pollution: A similar 9 point decline in support of further regulation occurred with
respect to air pollution from 1992 to 2000 (Figure 16). Nevertheless, a 63% majority of
Americans still agree that current regulations to fight air pollution do not go far enough.
Interestingly, the decline in support for additional air regulations comes from somewhat
-------
2000 NEETF/Roper Report Card
1 FicjtCT
';.- ;(4- , -' '-.::. -w ' 0saUer,':^gert:hcl.''ieg WliliilliS
2000
1999
§
1993
1992
Change in
"not gone
far enough"
since 1992
Change in
"struck right
balance"
since 1992
Total
%
63
62
71
72
-9
+8
Gender
Male
0/0
56
56
68
68
-12
+9
Female
%
69
67
73
75
-6
+6
Age
18-34
%
71
67
76
76
-5
+4
35-44
o/o
58
61
72
.72
-14
+13
45-64
o/o
58
62
68
66
-8
+7
65+
o/o
63
52
61
72
-9
+6
Region
North-
east
o/o
60
65
75
70
-10
+8
Mid-
west
o/o
61
59
63
69
-8
+10
South
o/o
64
65
74
72
-8
+4
West
o/o
65
58
69
75
-10
+12
different subgroups than was the case for water: Americans age 35-44 (down 14
percentage points); males (-12 points); and residents of the Northeast and West (-10
points).
Protection of Endangered Species: On the highly contentious issue' of protecting
endangered species, support for the position that "current laws do not go far enough" has
also been declining over time by 12 percentage points since 1992. Of the five issues
tested in the survey, the belief that laws to protect endangered species do not go far
enough gets the least support (39%). Women (42%) are significantly more likely than
men (36%) to feel this way, and urban residents are 10 points more likely than rural
residents (45% vs. 35%) to feel that endangered species laws should go farther. At the
same time, the proportion of all Americans saying these laws have now struck the right
balance has increased 6 points, to 37%, since 1992.
Surprisingly, support for additional endangered species protection is inversely related to
education and level of environmental knowledge/While 42% of those with a high school
education feel endangered species laws should go further, just 36% of those with college
degrees feel that way. Similarly, 47% of diose who correctly answered four or fewer
questions in the surveys environmental quiz feel that species protection laws do not go far
enough, while just 30% who correctly answered nine or more questions hold that
opinion. This is the only issue exhibiting this pattern, and the reasons for it are unclear.
-------
2000 NEETF/Roper Report Card
Protection of Wild or Natural Areas: Opinions on protection of wild or natural areas
follow the general pattern on environmental regulations: women, younger Americans, and
urban residents are the most likely to say current laws do not go far enough, while men,
older Americans, and rural residents show greater than average support for the "gone too
far" option (though this is still a minority view among these groups). Since 1992, the "not
gone far enough" position has fallen 9 percentage points, while the "right balance"
position has risen 9 points.
A majority of women (54%) support additional regulation for the protection of wild or
natural areas, as compared to 45% for men. A similar point spread exists between urban
residents (54%) and rural residents (44%).
Protection of Wetlands: A similar but less pronounced demographic pattern exists for
wetlands protection as for protection of wild or natural areas. Men were more likely than
women (16% vs. 7%) to feel that wetland protection has gone too far; so were urban
residents and older Americans. Somewhat surprisingly, roughly equal percentages of
women and men thought that wetlands regulations had not gone far enough (45% and
44%), or that they had struck the right balance (31% and 32%). Since 1992, the "not
gone far enough" position has decreased 9 percentage points, while the proportion saying
current laws strike the right balance has increased 8 points.
18
n
-------
PART III:
The State of Environmental Knowledge,
Year 2000
Does the public's embrace of environmental protection stem from a high level of
knowledge about the environment? To determine if this is the case, since 1997 the
NEETF/Roper Surveys have included questions to assess adult Americans' knowledge of
the environment. The 2000 survey revisits the knowledge questions posed in 1997, and
looks at whether people have a simple understanding of some rudimentary environmen-
tal issues how energy is produced, where trash ends up, and the chief sources of water
and air pollution.
The questions asked in this part of the survey span many aspects of environmental
knowledge. The questions are not technical or complex, and are largely based on
information the public could have seen in the media in the previous year or two. Multiple-
choice questions were developed with each question having a correct answer, a plausible
but incorrect choice, and two implausible choices. The questionnaire was subjected to
field testing in 1997 with different focus groups to determine whether any of the
questions were confusing or led to unusual results.
Americans Self-Report Adequate Knowledge of the Environment
By their own estimation, Americans believe themselves to be fairlyHknowledgeable about
environmental issues and problems. Seven in ten rate themselves as having "a lot" (11%)
or "a fair amount" (59%) of knowledge about the environment (Figure 17).. Following
the pattern seen in recent years, self-assessed knowledge is higher among men than women
(76% vs. 65%), and peaks among people age 45-64 (76%, compared to 68% among those
18-34 and 62% among those 65 and older).
-------
2000 NEETF/Roper Report Card
^
Percent Responding
Practically Nothing
1995
Qitestion wording: ' ':.
In general, how much do you feel you know about environmental issues and problems-would you say you know
a lot, a fair amount, only a little, or practically nothing?
In Reality, Most Americans Are Environmentally Illiterate, Failing
A Knowledge Quiz
In an effort to gauge the reliability of the public's self-assessment of environmental
knowledge, and to determine whether the public has learned about key environmental
issues in the past few years, the 2000 NEETF/Roper Survey included a test of environ-
mental knowledge. (See next two pages.)
Like the 1997 study, the 2000 NEETF/Roper Survey found some disturbing knowledge
gaps. Thirty years after the first Earth Day and after three decades of environmental
education programs, only one-third of American adults pass a simple test of environmen-
tal knowledge with a grade equivalent to A, B, or C (Figure 18). "While it seems clear that
environmental consciousness has risen over time, environmental illiteracy is still rampant.
The knowledge questions fairly easy by most standards found that just one in ten
adults in the U.S. receives a grade of "A," answering at least 11 of the 12 questions
correctly. As will be discussed below, men and women diverged in their results on the quiz,
particularly at the highest and lowest levels of knowledge..
-------
2000 NEETF/Roper Report Card
-Test Your Environmental Knowledge!
1. There are many different kinds of animals and plants, and they live in
, many different types of environments. What is the word used to describe !
this idea? Is it... % Response ;
a. Multiplicity. 6
b. Biodiversity , , 41
c, Socio-economics ,.,.,,,....,,,.,..,....,,, ,..,,.,.., ,,.... 7 -
- d. Evolution? 9
Don't know.. ..,....,..,,.....,..., ,..., 36
; 2. Carbon monoxide is a major contributor to air pollution in the U.S. }
Which of the following is the biggest source of carbon monoxide? Is it... j
; a. Kactories and businesses...,.,,...,,.,,,...,,.,...........,..... t25 \
b. People breathing 3 ',
c. Motor vehicles, or '. 55
d. Trees? , 3
Don't know 4 :
3. How is most of the electricity in the U.S. generated? Is it... ''
a. By burning oil, coal, and wood .33 ]
b. With nuclear power 12
c. Through solar energy 2
d. At hydro electric power plants? 39
Don't know...,.,..,,..,..,...,.,....,.....,,. ,,....,,, 13
4. What is the most common cause of pollution of streams, rivers, and oceans? Is it...
a. Dumping of garbage by cities 14
b. Surface water rimning off yards, city streets, paved lots,
and farm fields,..,,.... 28
c. Trash washed intq,the ocean from beaches, or , , 4
d. Waste dumped by factories? 45
Don't know 9
=5. Which of the following is a renewable resource? Is it...
a. Oil .,...-.-.,.,,.,..,.-....,,......_ ,,.......12 1
b. Iron ore ...,,...,........,.. ,,..,, 4 1
^" c. Trees, or... ,,..., 55 '
d. Coal...., , 6
Don't know ,.,..,., ,, ,, 24
^t' . ^ , " '"-,"' ',' ' -n ' 'r .> -,"';; u ""'. ''''-'"" : '' ,' » ' '-'^' 1 ' ' ''".' :, , ,;.'__
6, Ozone.forms a protective layer in the earths upper atmosphere.
^ What does ozone protect us from? Is it...
- ; a. Acid rain..,...,.,...,.....,,,.......,..,.......,...,.. ..,...., , 4
b, Global warming ..27
c. Sudden changes in temperature, or 6
d. Harmful, cancer-causing sunlight? 54
Don't know,.. , , 9
-------
2000 NEETF/Roper Report Card
| 7. Whgredp^ mos|,of the garbage in the U.S. end up? Is it in... ^
'J a. Oceans . :" ::.: """." "-'
: b. Incinerator...,................^;;..,..:;......,....,.;... ,;:,-;:::,:::::;;-"";;;" j
- ,,>-,,. r ' "'/".-
S c. Recycling centers, or 4
] d. landfills?.... ......:..... .........:.......:;:................;.. .:.....;..:.....85
J Don't know : .- 2 >
t 8. What is the name of the primary federal agency that works to
| protect the environment? Is it the... j
a. Environmental Protection Agency (the EPA)......... 72 ;
b. Department of Health, Environment,'and Safety (the DHES) 3 ^
c. National Environmental Agency (the NEA), or ..........4 j
d,',, iFederalMliiri^^
Don't know 15
';.: '" | ; ,,,,;, |
9. Which of the following Household* wastes is considered hazardous waste? Is it...
a. Plastic packaging .' -16
br'aass.1.:.;.....:;..:.^ .,
-; | i , -,,,". '.'''' i, '.,.'"', .,.,.-,. ; .... - i- _,, , - ., s"if ' -?
c. Batteries, or ..-.o/ ^
d. Spoiled food? . :.............~....................;io -\
Don't know : -5 ^
10. What is the most common reason that an animal species becomes extinct? - .;
Is it because... , . j
a. Pesticides are killing them 8- ,;
b. Their habitats are being destroyed by humans .....74 j
I || I | 11 || |iV!!|i6
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2000 NEETF/Roper Report Card
^Subject: Environmental Knowledge
Student: The American Public
! Grade
A (11 or 12 correct)
B (10 correct)
C (9 correct)
D (8 correct)
F (7 or fewer)
Overall percentage passing
Pass
Pass
Pass
Fail
Fail
Percent of Total
Sample Receiving
Grade
11
10
11
13
55
32
Percent of Men
Receiving Grade
15
14
14
13
45
43
Percent of Women
Receiving Grade
13
65
21
Figure 19 shows the percentage of Americans correctly answering each question, for the
2000 and 1997 quizzes.
Overall, there is little change from 1997, with majorities of respondents correctly
answering 9 of the 12 questions. In other words, many Americans are knowledgeable
about one or two environmental topics, but relatively few (the 11% overall who achieve
an 'A' grade) have broad environmental knowledge.
A closer analysis of the questions where a majority of respondents answered incorrecdy
reveals a different array of factors. The term biodiversity was much more familiar to
younger and better educated respondents. Biodiversity received the largest number of
"Don't Knows" (36%) of any question.
The two questions on electricity generation and sources of water pollution similarly
showed marked differences by education, but they also showed strong differences by
gender rather than age. Twice as many men answered these questions correctly compared
to women, and twice as many college graduates answered correctly as those with high
school graduation or less education. Nevertheless, there was not a single subgroup (by
gender, age, income, education, region, or type of community) in which a majority of the
members answered either question correctly.
Just three issues evinced a change in the proportion answering correctly between 1997 and
2000: the most common source of water pollution (higher number of respondents
answering correcdy); the largest source of carbon monoxide (lower number correct); and
the function of ozone (lower number correct). A brief analysis of these three issues follows.
M3
IF -
1
-i
-------
2000 NEETF/Roper Report Card
t^OTiffi^MMsTOQfflnm^HKilSffifflQrolRXN'Fininii^^^^^^^^^^^^^^^^^^^l
The most common source of water pollution
How most electricity in the U.S. is generated
Definition of biodiversity
The primary benefit of wetlands
Protection provided by ozone in upper atmosphere
Disposal of nuclear waste in the U.S.
Recognition of a renewable resource
The largest source of carbon monoxide (air pollution) in U.S.
Knowledge about materials considered hazardous waste
Name of the primary federal agency that works to protect environment
The most common reason for extinction of animal and plant species
Where most household garbage ends up
iim
E.-;i;;: .;-
28
33
W
53
54
57
65
65
67
72
74
85
1997
- % .
23
33
40
53
57
58
66.
69
67
74
73
83
Knowledge Increase: Sources of Water Pollution
Although significantly more Americans in 2000 than in 1997 can correctly identify run-
off as the primary source of water pollution (28%, up from 23%), this is still the lowest
proportion of correct answers for any topic. The increase in knowledge may be a reflection
that the media are now identifying run-off problems as a source of water pollution to a
greater extent than before; it is only in the last few years that run-off has become widely
recognized as a greater threat than factory wastewater. Or the increase in correct responses
may reflect a greater awareness of issues related to tap water as a result of water quality
reports which water companies are now required by law to publish and distribute.
Knowledge Decrease: Largest Source of Carbon Monoxide
The reason for a decrease in awareness of the largest source of carbon monoxide is
puzzling. Although a majority still answer correctly (65% choosing "motor vehicles,"
down from 69%), accurate information is reaching fewer Americans. It may be that
coverage of automakers' efforts to produce lower-polluting vehicles has led some
Americans to miss the forest for the trees. In fact, there are more cars than ever before on
the road and even with lower emissions per car, the additional vehicles ensure that
automobiles remain the largest source of carbon monoxide.6
Knowledge Decrease: Function of Ozone in the Atmosphere
The decrease in awareness that the ozone layer serves to block harmful sunlight (54%
-------
2000 NEETF/Roper Report Card
answering correctly, down from 57% in 1997) may reflect the lessening of media attention
to holes in the ozone layer that were prominently featured in the news some years earlier.
The generally low level of knowledge about the issue may reflect the complexity of the
relationship between the ozone layer and global warming.
Performance on the 12 knowledge questions is related to the background of the individual
respondents. A summary of the key demographic factors follows.
Factor: Education
The most significant factor in whether people have environmental knowledge appears to
be their level of education. Americans with less than a high school education averaged 5.8
correct answers (5.7 in 1997). This
compares to 7.6 correct answers for
those with some college education (7.5
in 1997), and 8.6 (8.3 in 1997) among
those who graduated from college.
The issues with the greatest divergence
in the number of correct responses
between college graduates and high school graduates are: the definition of biodiversity
(70% college graduates, 23% high school graduates), the primary benefit of wetlands
(71% vs. 41%), and disposal of nuclear waste in the United States (74% vs. 45%).
Factor: Gender
The environmental "gender gap" with respect to attitudes is reversed with respect to
environmental knowledge. It is clear that gender has considerable bearing on the number
of correct responses to the questions. Men averaged 7.7 correct answers (7.8 in 1997)
while women answered an average of 6.3 questions correctly (6.2 in 1997). Looking at the
responses of those who received a
"passing grade" (see Figure 18), the
difference is more pronounced: 43% of
men received a passing grade while only
21% of women passed (9 or more
correct answers).
The topics with the largest differences between males and females are: the primary benefit
of wetlands (64% males vs. 43% females), disposal of nuclear waste in the United States
today (67% vs. 48%), the function of ozone (63% vs. 46%), and how most electricity in
the United States is generated (46% vs. 22%).
Ironically, men possess greater environmental knowledge than women, even though
women show more support for the environment over the economy, more support for
-------
2000 NEETF/Roper Report Card
further air and water quality regulations, more support for laws to protect endangered
species and natural areas, and higher expectations from environmental education.
Environmental concern and environmental knowledge may represent two alternative
paths toward environmental support for women and men. It is possible that exposure to
environmental education and information tends to solidify environmental knowledge
among men possibly because men have traditionally been more comfortable with the
science underlying environmental issues but translates into greater environmental
concern among women.
Factor: Age
Environmental knowledge has an unusual relationship with age. Americans age 35-54 are
the most knowledgeable about the environment. This suggests that environmental
knowledge may be acquired over time, and most likely through a variety of sources
jobs, friends, television, etc. as is the
case with most adult learning. However,
Americans age 65 and above had the
lowest level of environmental
knowledge, perhaps because their
primary exposure to environmental
education came prior to the environ-
mental awakening of the 1960s. This
may explain dieir above average belief
that current regulations go too far. The
idea that children are a large factor in
passing on environmental knowledge to their parents is not supported by the data. Parents
and non-parents continue to perform virtually the same on the quiz (7.0 correct answers
vs. 6.9), similar to the 1997 results.
The quiz questions with the largest differences among age groups are: the disposal of
nuclear waste in the United States, the chief reason for extinction of species, the type of
household waste considered to be hazardous, and the definition of biodiversity.
Knowledge of these topics is generally highest among 35-44 year olds, and lowest among
those 65 and older.
Factor: Region
Geographic region is also a factor in
environmental knowledge. As seen in
past NEETF/Roper Surveys, Americans
in Western states tend to score better
(7.6 correct answers) than those in
18-24
25-34
35-44
45-54
55-64
65 or older
7.0
6.8
7.5
7.5
6.8
5.8
Northeast
Midwest
South
West
6.9
7.0.
6.5
,7.6
^ 26
* '
* I
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2000 NEETF/Roper Report Card
other parts of the nation. Other Roper data show that Westerners spend more time
outdoors or engaged in recreational activities than other Americans. 7
The questions with the largest differences among the four regions of the nation are: the
disposal of nuclear waste in the United States, the definition of biodiversity, and an
example of a renewable resource. Accurate knowledge was significantly higher in the West
than elsewhere.
Factor: Community Type
A final demographic factor influencing environmental knowledge is the type of
community in which a person lives. Suburban residents score significantly better (7.4
correct answers) than their urban and rural counterparts (6.8 and 6.7, respectively). The
reason for these differences is unclear, and does not appear to be related to education level
or the presence of children in the household.
£>;. *'^itaiiWK .;jtm:ii-'^'v\
Community
Urban
6.8
Suburban
7.4
Quiz questions with the largest
differences in correct answers between
suburban and other residents are: the
primary benefit^ of wetlands, the name
of the primary federal environmental
agency, and the source of most
'electricity in the United States.
These differences may reflect the overall higher level of education attained by suburban-
ites as compared to,urban or rural residents.
Rural
6.7
fe-
-------
PART IV:
Environmental Activities
Almost every human activity impacts the environment in some way. Some activities result
in pollution, others help to preserve the natural world we inhabit. As in past years, the
2000 NEETF/Roper Survey sought to determine which actions people are performing to
benefit the environment, and to demonstrate how these actions relate to beliefs and
knowledge about the environment. Unfortunately, as the survey results show, there has
been a noticeable decline in involvement in environmentally-friendly activities on the part
of Americans over the past two years.
Everyday Environmental Action Is High, But Falling
Although they may not realize it, many Americans perform activities each day which
benefit the environment in some way. Asked how often they perform eight activities that
benefit the environment, a majority of Americans say they perform four of them
"frequently" (Figure 20). As in the past, the simplest behavior tops the list: 85% report
frequently turning off lights and electrical appliances when not in use. Do people
consciously do this to benefit the environment, out of habit, or to save money on the
electric bill? The reason may be less important than the fact that they are indeed
conserving energy, which protects the environment by reducing the need for power
generation at electric plants, many of which burn pollutant-heavy oil or coal to produce
energy.
Another 59% of Americans say they frequently recycle newspapers, cans, and glass. A large
part of this may be due to local laws arid regulations mandating recycling rather than an
awareness of the value of recycling in reducing the demand for raw materials. Last year's
NEETF/Roper Survey showed that few Americans are in fact aware that newspapers and
paperboard are the chief sources of landfill material. Whether by law or their own volition,
the critical result is that six Americans in ten report doing recycling on a frequent basis.
-------
2000 NEETF/Roper Report Card
Percent Responding
Turn off lights and electrical
appliances when not in use
2000
Conserve water in your home
and yard
Recycle things such as
newspapers, cans and glass
Try to cut down on the amount
of trash and garbage you create
Buy biodegradable or recyclable
products
Avoid using chemicals in your
yard or garden
Use other types of transporta-
tion, such as biking or the bus,
instead of driving your car
Participate in a volunteer clean-
up day*
85
61
59
54
42
36
1999
83
64
59
57
46
39
15
10
1998
85
65
61
62
50
39
16
* In 1999, asked as "Participate in a public land clean-up day"
Question wording:
Now I would like to ask you about some of the things you may do in your day-to-day life. For each of the following
things, would you please tell me whether you never do it, sometimes do it, or frequently do it. (First/Next)... (Ask
about each)
Majorities of Americans also say they frequently try to conserve water in their home and
yard (61%), and cut down on the amount of trash their household creates (54%).
Importantly, the activities performed most frequently which benefit the environment have
two things in common. First, they can be done easily at home. Second, these actions do
not require large changes in lifestyle. By contrast, fewer than two Americans in ten say
they frequently use alternative transportation or participate in volunteer land clean-up
days, the two activities on the list that obviously benefit the environment.
Surprisingly, the proportion of Americans who try to conserve water, reduce the amount
of garbage they produce, purchase biodegradable products, or avoid using chemicals in
their yard or garden is lower than in the last two years. The reason for these changes is
unclear but the trend is supported by other data. Ropers Green Gauge 1999 research
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2000 NEETF/Roper Report Card
found a similar decrease in the proportion of Americans regularly engaging in several
environmental activities.8
Regional Differences
Regional differences play a role in the level of participation in environmentally-friendly
activities (Figure 21). Perhaps due to different laws in different areas, recycling of
newspapers, cans, and glass is higher in the Northeast (67%) and West (66%) than in the
South (51%), with the Midwest (60%) close to the national average.
Weather conditions may also affect water conservation efforts by region. With a dry spring
and summer in 2000, residents of Southern (65%) and Western (63%) states were more
likely than those in the cooler and damper Northeastern (57%) or Midwestern (57%)
states to report that they frequently try to conserve water. By contrast, there were no
reported regional differences in water conservation in 1999. Also, Westerners (91%) are
more likely than those in other regions to report that they frequently turn off lights and
electrical appliances when not in use. Whether deregulation of the energy industry
impacts this measure remains to be seen.
Knowledge and Action
Is there a relationship between environmental knowledge and frequent engagement in
environmentally-friendly activities? As overall knowledge increases (as measured by the
number of correct answers to the quiz section), the likelihood of participating in some
|igi^^
Turn off lights and electrical appliances when not in use
Conserve water in your home and yard
Recycle things such as newspaper, cans, and glass
Try to cut down on the amount of trash and
garbage you create
Buy biodegradable or recyclable products
Avoid using chemicals in your yard or garden
Use other types of transportation, such as biking or
the bus, instead of driving your car
Participate in a volunteer clean-up day
^Total
r~
0/0
85
61
59
54
42
36
14
9
Region
North-
east
o/o
80
57
67
56
41
34
16
8
Mid-
west
o/o
83
57
60
55
44
37
12
5
South
o/o
85
65
51
54
40
33
13
11
West
o/o
91
63
66
51
45
42
18
8
Itu.
I',
-------
2000 NEETF/Roper Report Card
activities also seems to increase (Figure 22). This trend can be seen most clearly for three
of the eight measures: turning off lights when not in use; recycling newspapers, cans,and
glass; and avoiding the use of chemicals in die yard. (An inverse relationship is evident for
the use of alternative types of transportation, but diis may be largely reflective of
household income and type of community, as lower income households and urban
residents are more likely to have access to, and the need to use, mass transit.)
. Fi^.|t:^
-"" ';.';{ ,;.: -;;;/:;Vi;pa;y:Ufe,K
Turn off lights and electrical appliances when not in use
Conserve water in your home and yard
Recycle newspaper, cans, and glass
Try to cut down on the amount of trash and
garbage you create
Buy biodegradable or recyclable products
Avoid using chemicals in your yard or garden
Use other types of transportation; biking or the bus,
instead of driving your car
Participate in a volunteer clean-up day
Total
Correct
%
85
61
59
54
42
36
14
9
Performance on
Environmental Quiz
9-12 \ 5-8
Correct ' Correct
%
88
58
70
52
41
45
11
7
o/o
84
65
58
55
45
34
14
9
0-4
Correct
o/o
80
59
47
55
37
29
22
11
Indeed, where there are statistically significant differences in activity between the
knowledge groups (i.e., 4 or more percentage points), the people that performed most
poorly on the quiz also undertook environmental action less frequently. Thus it is
reasonable to conclude that knowledge of the environment has an effect on the likelihood
of engaging in day-to-day activities that directly or indirecdy benefit the environment.
Increasing the environmental knowledge of all Americans should increase individual
involvement in environmental affairs, for education about the environment is required if
Americans are to 1) understand how their actions affect the environment, 2) be able to
communicate their attitudes toward the environment to others (such as their firm belief
in a balance between environmental protection and economic development), and 3)
become more involved in activities which directly or indirectly benefit the environment.
-------
PART V:
Conclusions and Recommendations
For nine years, the NEETF/Roper Surveys have recorded American attitudes toward and
knowledge of the environment. In the last few years, Americans appear to have settled into
stable positions about environmental issues. For example, the proportion saying current
regulations do not go far enough to protect the environment has been stable for four years,
as has the proportion who believe that environmental protection is more important than
economic development.
Just as environmental attitudes are relatively entrenched, so too is environmental
knowledge, or the lack of it. Unfortunately, many Americans overestimate their
knowledge of environmental issues and problems. And although their general support for
the environment is strong, it may be their lack of knowledge on specific environmental
topics such as the leading causes .of pollution or sojurces of energy that are holding
people back from taking effective actions to protect the environment.
Despite holding an overly rosy view of their own environmental knowledge, Americans
are eager to support more education of the public on the environment. Over the last 20
years, environmental education has made significant inroads in elementary or secondary
school curricula. However, the 2000 NEETF/Roper Survey finds that Americans favor
environmental education for adults as well as for school children. The public wants both
the government and private businesses to find ways to help adults learn more about the
environment and how its problems might be resolved.
Americans are concerned about the environment, its protection, and how they can learn
more about it. Now, opportunities must be created for the public to expand its environ-
mental knowledge, leading not only to better-educated adults, but perhaps also to new
perspectives and ideas for solving current environmental problems.
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2000 NEETF/Roper Report Card
Recommendations for Combating Environmental Illiteracy
"Working with colleague organizations, the Congress, and the Administration, NEETF
recommends implementing a set of strategic programs for adult and youth environmen-
tal learning. The key to environmental learning is to influence the effectiveness of a few
strategic public education sources the Internet, schools, and the media. Other, less-
commonly used resources, such as broadcast meteorology and training institutes for
journalists, can also be helpful. Our recommendations include:
1. Maximize the educational value of television by working to convert regular television
weather reporting into environmental reporting. Support model programs that link
educational television to educational programs on the.Web. Test programs with
educational television that make use of feature broadcasts in concert with Web-driven
educational programs. .
2. Develop programs that facilitate the infusion of environmental education into school
programs in science, reading, service learning, and after-school programming.
3. Support improved environmental news coverage through training institutes and
through associations with leading schools of journalism.
4. Continue to measure and report on die extent and impact of the lack of adult
environmental knowledge and report findings to leaders and decision-makers. Use
such devices as:
an annual index and rating system of the most "people-caused" environmental
problems; and
an annual assessment of the adult American "Environmental Quotient (EQ)"
through such research efforts as the NEETF/ Roper Report Card on environ-
mental attitudes, knowledge, and behavior.
5. Develop a comprehensive Web Gateway for lifelong environmental learning. The
gateway would collect comprehensive information on all facets of environmental
education and training and serve as an entry point to other more detailed or technical
sites and resources.
-------
APPENDIX A:
Special Subgroup Analyses
Throughout this report, attention has been given to differences in environmental
attitudes, knowledge, and behavior among subgroups of American adults. This appendix
focuses on the results for two demographic subgroups, gender and age.
Gender Differences
As in past NEETF/Roper Surveys, an "environmental gender gap" emerges for many of
the questions. For the most part, women express more pro-environment sentiments than
men. For example, while a large majority of all Americans (71%) favor the environment
over the economy if a choice between them must be made, 75% of women favor the
. environment, compared to 67% of men. While a majority of both men and women
support environmental protection regulations, the pro-environment feelings of American
women remain stronger than those of men. Twenty percent of men think environmental
regulations have gone too far, but just 11% of women feel this way. Conversely, signifi-
cantly more women (49%) than men (42%) say that current regulations should go
farther.
In addition, there is a 13 point difference between women (69%) and men (56%) on
whether specific government regulations to fight air pollution should go farther. Similarly,
74% of women feel that the regulation of water pollution needs to go farther as compared
to 65% of men. The same pattern holds true for protecting wild or natural areas (women
are 9 percentage points higher than men) and for protecting endangered species (women
are 6 percentage points higher than men).
Women and men also differ in their attitudes towards the effects of environmental education
on todays school children. For four of the six possible effects mentioned in the survey,
women are more likely than men to state that environmental education in schools has a great
deal of effect on young people. This is especially true for the possible outcomes of
.34
-------
2000 NEETF/Roper Report Card
Relationship Between Environmental Protection and Economic Development:
Can Go Hand in Hand .
Must Choose Between the Environment and the Economy
If No Compromise Is Possible Between Environmental
Protection and Economic Development:
Favor economic development
Favor environmental protection
Environmental Laws and Regulations:
Not gone far enough
Struck the right balance
Gone too far
Environmental Laws and Regulations: Not gone far enough, for:
Water pollution
Air pollution
Wild and natural areas
Wetlands
Endangered species
"Great Deal of Effect" from Environmental Education on:
Preparing children to better understand environmental issues when they are adults
Teaching children to respect the people and places around them
Encouraging children to get involved in community service projects
Helping children perform better in science
Helping children find jobs later in life as the environment will play a
larger role in future employment opportunities
Helping children perform better in social studies
Environmental Knowledge: Self-Assessed
A lot / A fair amount
Only a little / practically nothing
Males Females
64
24
20
67
42
32
20
65
56
45
44
36
52
44
41
44
29
25
76
24
62
25
13
75
49
31
11
74
69
54
45
42
62
56
57
49
32
34
65
35
encouraging children to get involved in community service projects and teaching children
to respect the people and places around them. Although the vast majority of both genders
think environmental education should be taught in schools, it may be women's stronger pro-
environment sentiments as well as their often greater involvement in the school system
that lead them to a stronger belief in the potential beneficial results of environmental
education. Figure 23 summarizes the data on the environmental gender gap.
Even though women express stronger pro-environment attitudes than men, they quite
correcdy do not rate their own knowledge of the environment very highly. Women's
positive attitudes do not translate into factual knowledge about the environment. For the
fourth straight year, women are less knowledgeable than men about the environment. Of
-------
2000 NEETF/Roper Report Card
Percent Answering Correctly
Content of Environmental Knowledge Question
Where most household garbage ends up
The most common reason for extinction of animal and plant species
Primary federal agency that works to protect environment
Knowledge about materials considered hazardous waste
The largest source of carbon monoxide (air pollution) in U.S.
Recognition of a renewable resource
Disposal of nuclear waste in the U.S.
Protection provided by ozone in upper atmosphere
The primary benefit of wetlands
Definition of biodiversity
How most electricity in the U.S. is generated
The most common source of water pollution
L
Average Number of Correct Answers
Total
o/o
85
74
72
67
65
65
57
54
53
41
33
28
6.9
Male
__
86
76
77
70
66
70
67
63
64
47
46
37
7.7
Female
83
73
67
64
63
60
48
46
43
36
22
19
6.3
12 quiz questions in 2000, women average 6.3 correct answers, significantly lower than
the 7.7 correct answers among men. This is critical because knowledge shapes concern and
behavior, and the more knowledgeable people are about a topic, the less likely they are to
be subject to the whims of popular opinion, or the perpetuation of environmental
misinformation. Figure 24 indicates the gender breakdown of responses to the environ-
mental quiz questions.
The exact reasons for the differences in attitudes between the sexes are not well
understood and require more research. There are, for instance, no significant differences
in education levels between the men and women in the survey sample. Discussions with
professional educators may provide a clue, however. They think the difference might be
accounted for by the two-to-one ratio of men to women in science-based education and
employment in America. Many of the environmental issues covered in the NEETF/Roper
Survey have scientific underpinnings. Greater familiarity with scientific subjects or profes-
sional experience in science may make the difference between a higher or lower score in
the quiz.
Age Differences
As in past years, age often plays an important role in environmental attitudes. In general,
pro-environment sentiment declines as people grow older, creating an "environmental
-------
2000 NEETF/Roper Report Card
generation gap." For example, the preference for environmental protection over economic
development (if forced to choose) decreases from 75% of Americans age 18-34 to 72% of
those age 35-44, and to 68% of those over the age of 45.
The same pattern occurs when Americans offer their opinions of current environmental
laws and regulations. The percentage saying that laws for protecting the environment "do
not go far enough" decreases from 51% among 18-34 year olds to 45% of those age 35-
64, and it falls to 38% among those age 65 and over. Meanwhile, the percentage believing
that laws and regulations have gone too far increases from 9% among 18-34 year olds to
26% of those age 65 and over (26%).
A generation gap is also in evidence with regard to attitudes toward specific environmen-
tal laws and regulations. With the exception of protecting wetland areas (which elicits
similar views across age groups), Americans age 18-34 are more likely than those age 45
and older to say that current laws for the specific environmental issues do not go far
enough. In fact, 30% of Americans age 65 and over say current laws go too far in
protecting endangered species, compared to just 8% of those age 18-34. Clearly, young
Americans want the government to be involved in protection of the environment.
The call for government involvement in the environment among young Americans is
strengthened by their strong agreement with the statement "Government agencies should
support environmental education programs for adults." Over half (54%) of those age 18-
Content of Environmental Knowledge Question
Percent Answering Correctly
Total
18-343 5-44.45-64 65+
o/o
0/0
Where most household garbage ends up
85
84
86
88
77
The most common reason for extinction of animal and plant species
74
81
76
75
57
Primary federal agency that works to protect environment
72
68
81
77
57
Knowledge about materials considered hazardous waste
67
68
76
69
48
The largest source of carbon monoxide (air pollution) in U.S.
65
64
64
64
68
Recognition of a renewable resource
65
57
66
72
67
Disposal of nuclear waste in the U.S.
57
54
66
63
43
Protection provided by ozone in upper atmosphere
54
56
56
55
44
The primary benefit of wetlands
53
49
61
54
48
Definition of biodiversity
41
47
48
40
21
How most electricity in the U.S. is generated
33
32
34
36
31
The most common source of water pollution
28
24
31
32
22
Average Number of Correct Answers
6.9
6.8 ; 7.5 ; 7.2 I 5.8
37
-------
2000 NEETF/Roper Report Card
35 strongly agree, compared to 47% of those age 35-44, 45% of those age 45-64, and
42% of those age 65 and older.
Asked to describe the level of their own environmental knowledge, middle-age Americans
rate themselves the highest, with approximately three-fourths stating that they know a lot
or a fair amount about environmental issues and problems. This falls to 68% among those
18-34 and decreases to 62% among those age 65 and older.
Actual knowledge corresponds fairly closely to self-reported knowledge, with middle-age
Americans scoring highest. On the 12-question quiz, Americans age 35-44 averaged 7.5
correct answers, while those age 45-64 averaged 7.2 correct answers (Figure 25). These
scores are significantly higher than the 6.8 scored by those 18-34 and the 5.8 scored by
Americans age 65 and older.
38
-------
APPENDIX B:
Methodology and Questionnaire
Description of the Sample
A nationwide cross-section of 1,505 adults, 18 years of age and older, was interviewed for
the 2000 NEETF/Roper Survey. Interviews were conducted by telephone from August 15
to September 5, 2000. Results can be projected to the total adult population of the
continental United States who would be willing to be interviewed in a telephone study of
this kind.
The margin of error due to sampling is plus or minus two percentage points at the .95
confidence level, although it is larger for the results for smaller subgroups of the public.
For example, the sampling error is plus or minus four percentage points for results among
the 486 adults in the sample aged 18-34. Previous versions of this study (known as the
Times Mirror Magazines National Environmental Forum from 1992 to 1995) had a plus
or minus three percentage point margin of sampling error.
Sampling Method
The basic sample was drawn at random from the adult population of the continental
United States, excluding institutionalized segments of the public (such as those in Army
camps, nursing homes, and prisons).
Households contacted for die survey were selected at random by a procedure known as
random digit dialing, which ensures that households with unlisted telephone numbers, as .
well as those with listed numbers, are included in the sample.
All interviews were conducted during evening hours on weekdays and all day on weekends
to ensure that both working as well as non-working segments of the population would be
included.
-------
2000 NEETF/Roper Report Card
Weighting Procedure
The demographic characteristics of the random sample were compared with the most
recent Census Bureau estimates and corrective weights were applied to ensure proper
representation based on age, gender and 'educational attainment.
Percentages Not Totaling 100%
Responses were computerized and rounded off to the nearest whole percentage. As a
result, percentages in certain charts and columns may sometimes total slightly more or less
than 100%. Also, in certain charts and analyses, the results of those who said "don't know"
or chose not to answer may have been omitted.
References
1 Roper Starch Worldwide Inc., Green Gauge 2000, 2000.
2 Environmental Literacy Council and the North American Association for Environmental
Education, Environmental Studies in the K-12 Classroom: A Teacher's View, Survey of
Teachers, December 2000.
3 Roper Starch Worldwide Inc., Roper Reports, August 1998.
"Ibid.
5 Roper Starch Worldwide Inc., Green Gauge 1999, 1999.
6 U.S. EPA, "Automobiles and Carbon Monoxide," EPA 400-F-92-005, QMS Fact Sheet
#3, January 1993, (http://www.epa.gov/orcdizux/03-co.htm).
7 Roper Starch Worldwide Inc., Green Gauge 1999, 1999.
8 Ibid.
ii
t',40 *
t-. , 1
**-" s
IS- i. :,,;:= I
-------
2000 NEETF/Roper Report Card
NEETF Environmental Attitudes and Knowledge Survey 2000
Hello, I'm . from The Roper Poll and we're conducting an important
survey today about the environment. This is a research study; we are not selling anything
and all answers will be kept confidential. For this interview, may I please speak to the
youngest adult male, who is at least 18, who lives there and is home? (IF NO MALE IS
AVAILABLE) Then may I speak to the oldest adult female, who is at least 18, who lives
there and is home?
1. Most of the time, do you think environmental protection and economic development
can go hand in hand, or that we must choose between environmental protection and
economic development?
Q Can go hand in hand
Q Must choose between environment and development
Q Depends (vol.)
Q Don't know
2. When it is impossible to find a reasonable compromise between economic
development and environmental protection, which do you usually believe is more
important: economic development or environmental protection?
Q Economic development
Q Environmental protection
Q Depends (vol.) '
Q Don't know
3. There are differing opinions about how far we've gone with environmental protection
laws and regulations. At the present time, do you think environmental protection laws
and regulations have gone too far, or not far enough, or have struck about the right
balance?
Q Gone too far
Q Not far enough
P Struck about right balance
Q Don't know
4. Thinking now about some specific areas, at the present time, do you think laws and
regulations for (READ ITEM) have gone too far, not far enough, or have struck about
the right balance?
Fighting air pollution
Protecting wild or natural areas
Protecting endangered species of
plants, animals, and insects
d. Protecting wetland areas
Fighting water pollution
a.
b.
c.
e.
41
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2000 NEBTF/Roper Report Card
5. Please indicate for each of the following statements whether you strongly agree, mostly
agree, mostly disagree, or strongly disagree.
a. Technology will find a way of solving environmental problems
b. The condition of the environment will play an increasingly important role in the
nation's economic future
c. Private companies should train their employees to solve environmental problems
d. Government agencies should support environmental education programs for
adults
6. In general, how much do you feel you yourself know about environmental issues and
problems would you say you know a lot, a fair amount, only a little, or practically
nothing?
Q A lot
Q A fair amount
Q Only a little
Q Practically nothing
Q Don't know
The next group of questions are about issues that have been covered in the media during
the past two years or so. They are designed to tell us how much accurate information
people are getting from television, newspapers, magazines, and other sources. Each
question has four possible answers. If you don't know the answer, you can just state that
you don't know. (INTERVIEWER: READ BOTH THE LETTER, e.g., "A", AND THE
ANSWER, e.g., "MULTIPLICITY". REPEAT AS NECESSARY)
7. There are many different kinds of animals and plants, and they live in many different
types of environments. What is the word used to describe this idea? Is it...
a. Multiplicity
b. Biodiversity
c. Socio-economics
d. Evolution?
Don't know
8. Carbon monoxide is a major contributor to air pollution in the U.S. Which of the
following is the biggest source of carbon monoxide? Is it...
a. Factories and businesses
b. . People breathing .
c. Motor vehicles, or
d. Trees?
Don't know
9. How is most of the electricity in the U.S. generated? Is it...
a. By burning oil, coal, and wood
b. With nuclear power
c. Through solar energy
d. At hydro electric power plants?
Don't know
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2000 WEETF/Roper Report Card
10. What is the most common cause of pollution of streams, rivers, and oceans? Is it...
a. Dumping of garbage by cities
b. Surface water running off yards, city streets, paved lots, and farm fields
c. Trash washed into the ocean from beaches, or
d. Waste dumped by factories?
Don't know
11. Which of the following is a renewable resource? Is it...
a. Oil
b. Iron ore
c. Trees, or
d. Coal
Don't know
12. Ozone forms a protective layer in the earth's upper atmosphere. What does ozone
protect us from? Is it ...
a. Acid rain
b. Global warming
c. Sudden changes in temperature, or ,
d. Harmful, cancer-causing sunlight?
Don't know
13. Where does most of the garbage in the U.S. end up? Is it in...
a. Oceans
b. Incinerators
c. Recycling centers, or
d. Landfills?
Don't know
14. What is the name of the primary federal agency that works to protect the
environment?
Is it the...(INTERVIEWER: READ BOTH THE AGENCY NAME AND ITS
ABBREVIATION!)
a. Environmental Protection Agency (the EPA)
b. Department of Health, Environment, and Safety (the DHES)
c. National Environmental Agency (the NEA), or
d. Federal Pollution Control Agency (the FPCA)?
Don't know
15. Which of the following household wastes is considered hazardous waste? Is it...
a. Plastic packaging
b. Glass
c. Batteries, or
d. Spoiled food?
Don't know
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2000 NEETF/Roper Report Card
16. What is the most common reason that an animal species becomes extinct? Is it
because...
Pesticides are killing them
a.
b. Their habitats are being destroyed by humans
c. There is too much hunting, or
d. There are climate changes that affect them?
Don't know
17. Scientists have not determined the best solution for disposing of nuclear waste. In the
U.S., what do we do with it now? Do we.
a. Use it as nuclear fuel
b. Sell it to other countries
c. Dump it in landfills, or
d. Store and monitor the waste?
Don't know
18. What is the primary benefit of wetlands? Do they...
a. Promote flooding
b. Help clean the water before it enters lakes, streams,
rivers, or oceans
c. Help keep the number of undesirable plants and animals
low, or
d. Provide good sites for landfills?
Don't know
19. Now I would like to ask you about some of the things you may do in your day-to-
day life. For each of the following things, would you please tell me whether you never
do it, sometimes do it, or frequently do it. First / Next...(INTERVIEWER :DO
NOT READ ITEM LETTERS)
a. Recycle things such as newspapers, cans, and glass
b. Avoid using chemicals in your yard or garden
c. Buy biodegradable or recyclable products
d. Conserve water in your home and yard
e. Turn off lights and electrical appliances when not in use
f. Try to cut down on the amount of trash and garbage you create
g. Use other types of transportation, such as biking or the bus, instead of driving
your car
h. Participate in a volunteer clean-up day -
20. The following questions are about environmental education for children in grades
kindergarten through 12. Please answer each question with yes, no, or don't know.
a. Do the schools in your community have environmental education?
b. Do you think that environmental education should be taught in schools?
21. There are many ways that environmental education in schools can affect children. I'd
now like you to tell me the extent to which you think environmental education effects
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2000 NEETF/Roper Report Card
each of the following. First, (READ ITEM) Do you think environmental education
has a great deal of effect, a moderate amount of effect, only a little effect, or no effect
at all on (READ ITEM)? How about...
a. Teaching children to respect the people and places around them
b. Helping children perform better in science
c. Helping children perform better in social studies
d. .Encouraging children to get involved in community service projects
e. Preparing children to better understand environmental issues when they are adults
f. Helping children find jobs later in life as the environment will play a larger role in
future employment opportunities
Finally, I am going to ask you about some different activities and hobbies that people can
engage in. For each one, would you please tell me if you have done it in the past 12
months or not?
a. Gone fishing . -
b. Gone swimming outdoors
c. Gone hunting
d. Gone motor boating
Gone downhill skiing
Played golf
Gone hiking
h. Gone bicycling
Gone running or jogging
e.
f.
g-
i.
I have just a few questions for classification purposes.
D-l. Which of the following age categories includes your age?
Q 65 or older
Q 55 to 64
a 45 to 54
a 35 to 44
Q 25 to 34
a 18 to 24
a Refused
D-2. What was the last grade of school you completed, not counting specialized schools
like secretarial, art, or trade schools?
Q 8th grade or less (1-8)
Q' Some high school (9-11)
Q High school graduate (12)
Q Some college (13-15)
Q College graduate (16)
Q Post-graduate (17+)
Q Refused
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2000 NEETF/Roper Report Card
D-3. Do you have any children and/or dependents living in this household under the
age of 18?
Q Yes
Q No
Q Refused
D-4 How many children are there living at home with you that are... (READ LIST)
T T*-» f^ *a»- ^ iria^i t*t> ^l f\ - '
JTLUW UleUUy L.1111U.1C
Under 5 years old
5 to 10 years old
11 to 17 years old
D-5. Would you describe the area you live in as a: (READ LIST)
Q Large city
Q A medium size city
Q A small city
Q A suburban town .;
Q A small town, or
Q A rural or farm area?
Q Don't know
D-6. For statistical purposes only, we need to know your total household income. I am
going to read off some income categories. Would you please stop me when I name
the category that best describes the combined annual income of this household,
including wages or salary, interest, and all other sources?
Q Under $20,000
Q $20,000 to $29,999
Q $30,000 to $39,999
Q $40,000 to $49,999
Q $50,000 to $74,999
Q $75,000 and over .
Q Refused/don't know
THANK YOU FOR YOUR TIME AND PARTICIPATION!
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Commissioned by:
N E-* 1 T * F
The National
Environmental Education
& Training Foundation
1707 H Street NW, Suite 900 .
Washington, DC 20006-3915
Tel: 202-833-2933
Fax: 202-261-6464
E-mail: neetf@neetf.org
Website: www.neetf.org
Research by:
WiVl H
WORLDWIDE
Turning data into
intelligence worldwide
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