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This poll was conducted between October 12-16, 2023, among a sample of 2,251 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) views on K-12 education; (2) schooling and experiences in K-12 education; (3) views on technologies and social media; (4) school choice policies; and (5) survey profile and demographics.

This poll was conducted between September 12-14, 2023, among a sample of 2,258 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) schooling and experiences in K-12 education; (4) views on social media; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between August 10-13, 2023, among a sample of 2,259 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) tutoring and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between July 7-17, 2023, among a sample of 2,256 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) tutoring and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between June 13-15, 2023, among a sample of 2,325 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) pods, tutoring, and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between April 17-20, 2023 among a sample of 2,139 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the findings are: (1) Three in five school parents feel "hopeful" about the future compared to only half of non-parents; (2) A higher percentage of school parents report they are "thriving" compared to non-parents. Rural adults and those who identify as LGBTQ report the highest levels of suffering among these demographic groups; (3) Levels of public optimism for K-12 education remain near all-time lows based on trends. The public's views about the direction of K-12 education have declined compared to March but are comparable to October 2022 numbers; and (4) Private school parents are 24 percentage points more likely to say that they are 'very satisfied' with their child's/children's schooling experiences than district school parents. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) pods, tutoring, and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between January 23-February 7, 2023 among a sample of 1,311 Black parents. The interviews were conducted online and the data were weighted to approximate a target sample of Black school parents based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.82 percentage points. Among the key findings are: (1) Black parents are most likely to say core academic subjects are extremely important for grades K-8; (2) When it comes to homeschooling, the biggest concern for Black parents is their child not having as many opportunities to socialize. One-fifth of Black parents have no concerns when it comes to homeschooling; and (3) Charter schools and open enrollment are seen as the most accessible school choice policies according to Black parents. Only half view education savings accounts (ESAs) and school vouchers as accessible. This report highlights: (1) Views on K-12 Education; (2) Views on Schooling; (3) Pandemic Impacts; (4) School Choice Policies; and (5) Survey Profile and Demographics.

This poll was conducted between March 15-16, 2023 among a sample of 2,110 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Levels of public optimism for K-12 education are near all-time lows based on trends. The public's views about the direction of K-12 education have remained relatively stable since October but have increased slightly since February; (2) Compared to February, parents' views of their children's progress as well as their view of the progress of their friends' children have risen notably across the board. Parents still tend to be more optimistic about their own children; and (3) Private school parents are 18 percentage points more likely to say that they are "very satisfied" with their child's/children's schooling experiences than district school parents. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics

This poll was conducted between February 13-14, 2023 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Support for ESAs, school vouchers, charter schools, and open enrollment is much greater when given a brief description. In February, support levels increased significantly across each type of school choice policy; (2) Roughly one in ten school parents report having a child enrolled in a 'microschool'. Over one-third of parents - regardless of whether or not they were given additional information - are interested in learning more about them; and (3) Almost half of parents report having at least one child taking a gifted, advanced, or honors class at their school. This report highlights findings pertaining to: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics.

This poll was conducted between December 9-12, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) One out of four parents indicate that their child has switched from one school type to another. This switch is highest among special education parents; (2) Those who have a child who has switched schools are much more likely to indicate that their child has faced difficulty in some capacity at their former school; (3) More than half of school parents continue to prefer having their child learn at home at least one day per week. That finding has been consistent for 22 consecutive months; and (4) In December, school parents' concerns about a violent intruder entering school increased significantly. The proportion of concerned K-4 parents increased by 6 percentage points. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between October 13-October 21, 2022 among a sample of 1,000 All Teachers. The interviews were conducted online. Among the key findings are: (1) Roughly one-fourth of teachers believe students are performing very well academically, emotionally, and socially; (2) Nearly half of teachers believe their school is political, which is greater than the one-third of parents who say they same about their child's school; (3) Teachers believe that government spending per student is much lower than actual expenditures; and (4) Just over half of teachers prefer to teach at least one or more days per week outside of a school building. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) teaching opportunities and schooling; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between October 7-9, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) School parents are much more pessimistic about how their friends' children are doing in school, compared to what they say about their own children; (2) Parents report that communication and support are the most important attributes they need from teachers and school leaders. Transparency is seen as more necessary from school leaders than teachers; (3) In October, economic issues still dominate voting priorities at the local, state, and federal levels. Education increased in priority at the local, state, and federal levels; and (4) One out of three parents think their child's school is political. Republicans and Democrats are about equally likely to say their school takes a political viewpoint. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between September 16-17, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) About a third of parents believe their child's school is political. One in five feels the school is either too conservative or too liberal; (2) Seven in ten Americans have heard about teacher shortages in the last month. Four in ten heard about public schools losing students. News media appear to drive this information -- rather than friends, family, or schools; (3) Two-thirds of Americans say they respect K-12 teachers. At the same time, nearly 60 percent also feel teachers are undervalued. Respect for school board members is about half that for K-12 teachers. One in three adults feels school board members are overvalued; and (4) In September, roughly one-third of parents indicated they were participating in or seeking learning pods. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between August 15-16, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) More than two-thirds of school parents have heard of teacher shortages in the last month; (2) Americans are much less likely (-16 points) to say their state's per-student spending is "too low" when given a publicly reported statistic; (3) In August, the monthly amount parents were willing to spend on tutoring declined slightly to just under $350 per child; (4) All school choice policies continue to see a lift in support when people are given a description. On a few policies there were slight declines since July. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) school choice profiles; and (4) the survey profile and demographics.

This poll was conducted between June 15-June 25, 2022 among a sample of 1,000 all teachers. The interviews were conducted online. Among the key findings are: (1) Teachers report spending over $500 of their own money in the last school year on classroom materials, and they spent around $300 on professional development; (2) Teachers are much more likely than school parents to believe school funding is too low either without a public statistic (76% vs. 49%) or even with that statistic (55% vs. 36%); and (3) Pessimism about the direction on K-12 education at the state and nationwide levels continues to grow among teachers. In June, teachers in district schools and charter schools were much more negative about the profession compared to private school teachers. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) teaching opportunities and schooling; (4) school choice policies; (5) school safety; and (6) the survey profile and demographics.

These polls were conducted between March 12-27, 2022 among a national sample of 1,000 teens and between March 12-4, 2022 among a national sample of 1,030 high school parents. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region and a target sample of High School Parents based on gender, age, race, and education. Among the key findings are: (1) High school parents and teens express very different outlooks about the future; (2) About half of teens still plan on attending college after high school, despite the pandemic's influence; (3) High school parents generally believe their wellness has stayed about the same during the pandemic, which differ from teens' responses; (4) Teens are split on their preferences between full-time regular schooling and hybrid schooling; (5) High school parents and teens seem to have different observations about how prevalent social/political topics are shared at school; and (6) Teens view improving education as one of the most important public policy issues right now. This report highlights: (1) post-high school plans; (2) COVID-19 and pandemic schools; (3) school year experiences; (4) current perspectives; and (5) the survey profile and demographics.

This poll was conducted between May 12-May 17, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Most parents would give their child's school an above average grade this past year. Although high school parents are less likely to give an 'A' than K-8 parents; (2) Americans are more likely to prioritize education issues over others when thinking about voting for local offices. Women's issues saw the largest increase across local, state, and federal levels; (3) Despite a small decrease in May, the majority of school parents still felt comfortable with their child attending school right now; and (4) Americans are much less likely (-17 points) to say their state's per-student spending is "too low" when given a publicly reported statistic. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

This poll was conducted between April 21-April 23, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Americans do not agree on who should decide whether or not a public charter school can open or operate in a particular area; (2) In April, slightly more Americans viewed education issues as a top priority compared to the previous month. Economic issues are still clearly top of mind when considering local, state, and federal public office levels; (3) Private school parents are more positive about their children's academic, emotional, and social progress this school year when compared to other school parents; and (4) Parent participation and interest in learning pods increased by five points in April. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

This poll was conducted between March 15-March 19, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Roughly one of six Americans reported a protest or major disruption at their local school board meeting this school year. Most appear associated with COVID-19-related topics such as masking, vaccines, or other pandemic policies; (2) Despite a decrease in March, education issues still rank higher when it comes to voting for local offices. Most Americans continue to view economic issues as their top priority when deciding who to vote for at the federal, state, or local levels; (3) Four out of five school parents believed that schools should provide multiple learning options for students this school year - reflecting a 10-point increase since the previous month; and (4) All school choice policies continue to see a lift in support when people are given a description. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

This poll was conducted between March 16-March 22, 2022 among a sample of 1,000 all teachers. The interviews were conducted online. Among the key findings are: (1) In March, teachers in district schools were much more pessimistic about the profession compared to private school teachers; (2) About one out of four teachers reported a protest or major disruption at their local school board meeting this school year. Most appear associated with COVID-19-related topics such as masking, vaccines, or other pandemic policies; and (3) The proportion of teachers who believe the amount of time spent on standardized testing is 'too high' increased by 12 points in March. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) teaching profession and unions; (4) views on K-12 education; and (5) the survey profile and demographics.

This poll was conducted between December 14-December 21, 2021 among a sample of 435 Black school parents. The interviews were conducted online. Results based on the Black school parents sample have a measure of precision of plus or minus 5.2 percentage points. Among the key findings are: (1) Black, white, and Hispanic parents all have similar views when it comes to their children's progress during this past school year; (2) Positive sentiment around homeschooling increased slightly among Black and Hispanic parents in December; and (3) Over the course of 2021, Black parents have shown high levels of support for education savings accounts (ESAs) when given a description. This report highlights: (1) COVID-19 and Schooling; (2) Personalized Learning; (3) School Choice Policies; and (4) Survey Profile and Demographics.

This poll was conducted between December 14-December 16, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) In December, the public's positive views about the direction of K-12 education across the board increased, growing closer to levels not seen since the Spring of 2021; (2) Nearly three out of four school parents said they felt comfortable with their child returning to school in December -- similar to how they felt in November; and (3) Americans have maintained their mixed views on mandates for masking and vaccinations. Although there is relatively more support for mandatory masking of young children than for requiring vaccinations. This report highlights findings pertaining to: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

This poll was conducted between November 6-November 12, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Nearly three out of four school parents feel comfortable with their child returning to school in November, an increase of six points since October; (2) Parent interest in either participating in or looking to form/join a learning 'pod' slightly increased in November; and (3) School parents are much more likely to want schools to prioritize and focus on student resources, curriculum, communications, and transportation, compared to vaccine requirements. This report highlights findings pertaining to: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

Unless otherwise noted, data and charts are based on surveys conducted between July 14 and October 16, 2021 among a sample of 1,007 special education parents and 3,648 non-special needs parents. The interviews were administered online and the data were weighted to approximate a target sample of parents based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Both special education parents and non-special needs parents have had similar levels of comfort with their child returning to school in the first months of the new school year; (2) Two-thirds of special education parents would like to have their child be schooled at home at least one day per week; and (3) Compared to non-special needs parents, special education parents find much more value in resources aimed to help their child--especially individualized learning plans, additional summer school offerings, and additional school days on the weekend. This report highlights findings related to: (1) COVID-19 and schooling; (2) views on K-12 education; (3) school choice policies; and (4) the survey profile and demographics.

This poll was conducted between October 11-October 21, 2021 among a sample of 444 Black school parents. The interviews were conducted online. Results based on the Black school parents sample have a measure of precision of plus or minus 5.3 percentage points. Among the key findings are: (1) Black parents' comfort with their child returning to school has continued to increase since August 2021; (2) A majority of Black parents would prefer having at least one day of school (per week) occur at home -- much larger than the proportion of both white and Hispanic parents; and (3) Black and Hispanic parents are much more likely to give the Biden Administration high marks on its handling of matters in K-12 education than white parents. This report highlights: (1) COVID-19 and Schooling; (2) Personalized Learning; (3) School Choice Policies; and (4) Survey Profile and Demographics.

This poll was conducted between October 12-October 16, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Parents' comfort with their children returning to school increased once again in October after a sharp decline in August. Overall comfort for a return to school is slowly nearing the level it was at in the Summer of 2021; (2) The percentages of adults who feel the coronavirus has been 'very disruptive' to their personal routine, household routine, and community have either reached or descended below their lowest points since the start of the pandemic; (3) Positive sentiment about the direction of K-12 education on a local level increased by five points in October among both the general population and school parents. There is a nearly 20-point gap between parents' positive views locally compared with how they see K-12 education going for the country; (4) Parents are more likely to be positive and to give A/B grades to school boards than other policymakers for their handling of K-12 education. The latter mostly receive middling or negative ratings from parents and especially the public; (5) The pandemic continues to affect students and families when it comes to schooling. One out of four school parents say they have had to quarantine at least one child in the past month. That quarantine rate is higher among private school parents (41%); (6) Americans continue to have mixed views on mandates for masking and vaccinations. Although, there was once again a slight decrease in support for mandatory masking in October; and (7) Overall support of school choice policies increased this month, especially when additional information was provided. Among school parents, strong support for education savings accounts (ESAs) increased by seven points in October. This report highlights: (1) COVID-19 and schooling; (2) School choice policies; (3) Views on K-12 education; and (4) Survey profile and demographics.

The "Texas K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Texas registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Texans stand on important issues and policy proposals in K-12 education? They try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Texas voters recently responded to 20 substantive questions and 11 demographic questions. A total of 613 telephone interviews were conducted in English and Spanish from March 19 to 27, 2013, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. In this case, the purpose is to see if providing a new piece of information about education spending can significantly influence opinion on the topic--a salient issue in Texas's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 9 notes and 3 footnotes.)

The "North Dakota K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures North Dakota registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, and the intensity of those responses. Where do North Dakotans stand on important issues and policy proposals in K-12 education? They try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of North Dakota voters recently responded to 19 substantive questions and 12 demographic questions. A total of 605 telephone interviews were conducted in English from February 2 to 10, 2013, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. In this case, the purpose is to see if providing a new piece of information about education spending can significantly influence opinion on that topic--a salient issue in North Dakota's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results ("topline numbers"), owing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 8 notes and 3 footnotes.)

The "Maine K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Maine registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (often using the terms "net" or "spread") of voter opinion, and the "intensity" of those responses. Where do Mainers stand on important issues and policy proposals in K-12 education? The author and his colleagues try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Maine voters recently responded to 19 substantive questions and 12 demographic questions. A total of 604 telephone interviews were conducted in English from January 30 to February 6, 2013, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project they also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if providing a new piece of information about education spending can significantly influence opinion on that topic--a salient issue in Maine's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the questionnaire and results ("topline numbers"), allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 11 notes and 4 footnotes.)

This report provides a portrait of children who entered Head Start for the first time in fall 2009 and completed a year in the program in spring 2010. It also describes their family backgrounds and the classrooms and programs that serve them. Data are drawn from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES), a periodic, longitudinal study of program performance. Successive samples of Head Start children, their families, classrooms, and programs provide descriptive information at the national level on the population served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality; and child and family outcomes. Previous FACES cohorts were initiated in 1997, 2000, 2003 and 2006. (Contains 17 figures, 6 tables, and 82 notes.)

The "Montana K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Montana registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (often using the modifying term "net") of voter opinion, and the intensity of responses. Where do Montanans stand on important issues and policy proposals in K-12 education? They try to provide some observations and insights in this paper. A randomly selected and statistically representative sample of Montana voters recently responded to 19 substantive questions and 11 demographic questions. A total of 604 telephone interviews were conducted in English from April 12 to 19, 2012, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues included four split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. For this survey, they were particularly interested in how wording can affect responses to questions on education spending, taxes, and digital learning--all salient issues in Montana state politics and policy discussions. Key findings include: (1) More than three of four registered voters in Montana (77%) are paying attention to issues in K-12 education. Nearly one of four voters (23%) say they pay "very little" or no attention; (2) Montanans are more likely to think that K-12 education is heading in the "right direction" (49%) compared to being on the "wrong track" (38%); (3) Montana voters give high marks to the state's public school system (60% say "good" or "excellent"; 38% say "fair" or "poor"); and (4) Based on survey responses, Montana voters do not know how much is spent per student in public schools. There is an awareness gap. (Contains 1 footnote and 8 notes.)

The "Louisiana K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Louisiana registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. In this paper the author and his colleagues report response "levels" of public opinion. For some questions, they also expand the discussion to examine "differences" of voter opinion (using the term "net score" or "net") and the "intensity" of responses. Where do Louisiana's voters stand on important issues and policy proposals in K-12 education? They make an effort to provide some observations and insights. A randomly selected and statistically representative sample of Louisiana voters recently responded to 18 substantive questions and 11 demographic questions. The author and his colleagues' methodology included probability sampling and random-digit dial. A total of 2,218 telephone interviews were completed in English from February 14 to 27, 2012, by means of both landline and cell phone. There was a hiatus between February 19 through February 22 to account for prohibited Sunday dialing, Mardi Gras, and Ash Wednesday. The statewide sample includes 802 registered voters in Louisiana. BRI oversampled to reach another 1,634 total interviews in the following parishes to complete, combined with the statewide sample, approximately 325 interviews in each: East Baton Rouge (326), Livingston (325), Orleans (325), St. Tammany (333), Tangipahoa (325). Based on U.S. Census data, statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 3.5 percentage points. The margins of sampling error for the parish samples are approximately plus or minus 5.4 percentage points. Key findings include: (1) The vast majority of Louisiana's voters (79%) are paying attention to issues in K-12 education. Only 21% of voters say they pay "very little" or no attention; (2) Louisianans are much less likely to think that K-12 education is heading in the "right direction" (34%) compared to being on the "wrong track" (50%); (3) Louisiana voters are much more likely to share negative ratings when assessing the state's public school system (34% say "good" or "excellent"; 63% say "fair" or "poor"); (4) Generally speaking, Louisiana voters do not know how much is spent per student in public schools. There is a clear lack of information; (5) When given the latest per-student spending information, voters are less likely to say public school funding is at a level that is "too low," compared to answering without having such information; (6) Voters are much more likely to give grades "A" or "B" to private/parochial schools in their areas, compared to other types of schools; (7) When asked for a preferred school type, Louisiana voters demonstrate a serious disconnect between their preferred school types and actual enrollment patterns in the state. Nearly half of the state's voters (49%) would first choose a private school over other school types. About 3 of 10 voters (31%) would select a regular public school; (8) Roughly equal numbers of respondents in the survey prioritize a "better education" and "individual attention" (14% each impression) as the key attribute they are looking for in the selection of his/her preferred school. The next most important attributes, each suggested by 8% of all respondents, are "teachers" and "discipline or structure"; (9) Louisiana voters are much more likely to favor charter schools (61%), rather than oppose such schools (22%). Nearly 4 of 10 voters (37%) say they are at least "somewhat familiar" with charter schools; (9) Louisiana voters solidly support school vouchers--63% say they favor the school choice policy compared to 29% who say they oppose such a voucher system. Almost 4 of 10 voters (39%) say they are at least "somewhat familiar" with school vouchers; (10) Voters from across the state, and across many demographics, support the Student Scholarships Program. Nearly two of three voters (63%) say they favor the program, versus 26% of respondents who say they oppose it. Almost one-fourth of voters (23%) say they are at least "somewhat familiar" with the voucher program; (11) More than 17% of respondents say they support the Student Scholarships Program because it offers a "better education," doubling the number of responses given for the second-most frequently cited reason. Almost 9% of voters said the program afforded "choice, freedom, or flexibility"; (12) By a two-to-one margin, Louisiana voters support expanding school voucher eligibility--statewide, low and middle income families, and low-rated C, D, and F schools (60% favor vs. 30% oppose); (13) A plurality of voters (47%) say they favor allowing tenure for public school teachers. There is about equal intensity, positive versus negative, on both sides of the issue (23% "strongly favor" vs. 24% "strongly oppose"); and (14) A solid majority of Louisianans (56%) support a new plan to overhaul the guidelines for tenure, seniority status, and teacher salaries. About one of three voters (33%) say they oppose the proposal. There is considerable positive intensity regarding the idea. Those who say they "strongly favor" outnumber those who "strongly oppose" by a two-to-one margin (36% vs. 18%, respectively). (Contains 1 footnote.)

The "Washington K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Washington registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response "levels" and "differences" (using the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do Washington's voters stand on important issues and policy proposals in K-12 education? The author and his colleagues attempt to provide some observations and insights in this paper. A randomly selected and statistically representative sample of Washington voters recently responded to 17 substantive questions and 11 demographic questions. A total of 602 telephone interviews were conducted in English from February 9 to 20, 2012, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project they included four split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. For this survey, they were particularly interested in how wording can affect responses to questions on taxes, education spending, and digital learning--all salient issues in Washington state politics and policy discussions. Key findings include: (1) The vast majority of Washington's voters (79%) are paying attention to issues in K-12 education. Only 5% of voters say they pay no attention; (2) Washingtonians are much less likely to think that K-12 education is heading in the "right direction" (31%) compared to being on the "wrong track" (52%). The statewide sample produces a negative net score (-21 net), suggesting major discontent among voters; (3) Washington voters tend to be positive in the way they rate the state's public school system (52% say "good" or "excellent"; 44% say "fair" or "poor"). In lay terms, the electorate is saying the schools are pretty good, but in light of the previous question, voters are saying they are not content with the pace of improvements; (4) Generally speaking, Washington voters do not know how much is spent in the public schools. There is a yawning information gap; (5) When given the latest per-student spending information, voters are less likely to say public school funding is at a level that is "too low" compared to answering without having such information; (6) In a split-sample experiment, it appears voters are more likely to want tax increases to fund public schools at the state level (47%), rather than increases at the local level (30%). A plurality of voters would like an increase at the state level, compared to keeping taxes "about the same" (36%) or a decrease (13%). On the other hand, a plurality of voters would like local taxes to "stay about the same" (45%), compared to those wanting an increase (30%) or decrease (19%) in local taxes; (7) When asked for a preferred school type, Washington voters demonstrate a serious disconnect between their preferred school types and actual enrollment patterns in the state; (8) About 15% of voters in the survey prioritize a "better education" as the key attribute they are looking for in the selection of a school. The second most important attribute, as suggested by 11% of all voters, is "individual attention"; (9) Washington voters are much more likely to favor charter schools (60%), rather than oppose such schools (23%). More than 4 of 10 voters (46%) say they are at least somewhat familiar with charter schools, which is similar awareness compared to what the author and his colleagues have seen in other states; (10) Depending on terminology, voters appear to shift their lightly-held views on virtual/online schools. In a split-sample experiment, the author and his colleagues asked identical questions, but alternated the terms "virtual school" and "online school"; (11) Washington voters clearly support "tax-credit scholarships." The percentage of those who favor (59% or 66%, depending on the question version) is more than double the number of people who say they oppose the policy (25% and 21%). No matter the wording of the question, the author and his colleagues measure very positive reactions (+34 net and +45 net); (12) Washington voters support an "education savings account" system (also called "ESA"). The percentage of those who favor ESAs (57%) is much larger than the proportion who say they oppose (31%) the policy. The net score is large (+26 net) with some enthusiasm (+7 intensity); and (13) Washington voters give solid support for school vouchers, 55% say they favor the school choice policy compared to 35% who say they oppose such a system. About one-third third of voters (35%) say they are at least somewhat familiar with school vouchers, which is a bit lower awareness compared to what the author and his colleagues have seen in other states.

The "Idaho K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Idaho registered voters' familiarity and views on a range of K-12 education issues and school choice reforms. We report response "levels" and "differences" (we use the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do the voters stand on important issues and policy proposals in K-12 education? We attempt to provide some observations and insights in the following pages of this paper. A randomly selected and statistically representative sample of Idaho voters recently responded to 17 substantive questions and 11 demographic questions (see pages 47-77). The next section summarizes our key findings. A total of 2,097 telephone interviews were conducted in English from October 22 to November 6, 2011, by means of both landline and cell phone. The statewide sample included 1,202 interviews, and regional oversamples included at least 500 interviews. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 2.8 percentage points. Margin of error for each regional sample (Boise-Nampa, Coeur d'Alene, Idaho Falls) is plus or minus 4.4 percentage points. In this project we included two split-sample experiments. A split sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. Our polling paper has four sections. The first section summarizes key findings. We call the second section "Survey Snapshots," which offers charts illustrating the core findings of the survey. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents our questionnaire and results ("topline numbers"), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. We have set out to give a straight-forward analysis, going light on editorial commentary, and letting the numbers and charts communicate the major findings. (Contains 8 notes and 1 footnote.)

The "Alaska K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures Alaska registered voters' familiarity and views on a range of K-12 education issues and school choice reforms. The author and his colleagues report response levels and differences (they use the term "net score" or "net") of voter opinion, and the intensity of responses. Where do the voters stand on important issues and policy proposals in K-12 education? They provide some observations and insights in the following pages of this paper. A randomly selected and statistically representative sample of Alaska voters recently responded to 18 substantive questions and 10 demographic questions. A total of 1,006 telephone interviews were conducted in English from September 10-18, 2011, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the total sample of interviews is [plus or minus]3.1 percentage points. Margin of error for the Anchorage sample (within the statewide sample) is approximately [plus or minus]5.4 percentage points. In this project the author and his colleagues included four split-sample experiments. A split sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. findings. Key findings include: (1) The vast majority of Alaska's voters (73%) are paying attention to issues in K-12 education. Only 8% of voters say they pay no attention; (2) Alaskans are more likely to think that K-12 education is heading in the "right direction" (46%) compared to being on the "wrong track" (39%); (3) Alaska voters are divided in the way they rate the state's public school system (48% say "good" or "excellent"; 47% say "fair" or "poor"). Anchorage is less positive (42%) and considerably more negative (54%) than the state overall; (4) Generally speaking, Alaska voters have no idea how much is spent in the public schools. There is a huge information gap; (5) When given the latest per-student spending information, voters are more likely to say public school funding is at a level that is "about right" or "too high" compared to answering without having such information; (6) When asked for a preferred school type, Alaska voters express a gaping disconnect between their preferred school type and actual enrollment patterns; (7) Nearly one out of five voters in the survey prioritize a "better/quality education" as the key attribute they are looking for in the selection of a school. The second most important attribute, as suggested by 14% of all voters, is "individual/one-on-one attention." Survey results indicate "socialization" (10%) is ranked third; (8) Alaska voters are much more likely to favor charter schools (72%), rather than oppose such schools (11%); (9) Despite low familiarity, Alaskans view virtual schools favorably. Nearly half of voters (48%) favor virtual schools compared to those who say they oppose them (39%) as a school option; (10) No matter how the author and his team asked the question about tax-credit scholarships, at least 64% of voters say they favor such a system, compared to 21% (at most) who say they oppose; (11) Alaskans clearly support an "education savings account" system (also called "ESA") The percentage of those who favor the policy (61%) is more than double who say they oppose (27%); (12) Alaska voters give clear, strong support for school vouchers; and (13) Alaskans support a constitutional amendment that would allow school vouchers (54% favor vs. 37% oppose). (Contains 2 footnotes.)

We live in a climate ripe for noise: Media outlets and 24-hour news cycles mean that everyone with access to a computer has access to a megaphone to broadcast their views. Never before in human history has an opinion had the opportunity to reach so many so quickly regardless of its accuracy or appropriateness. Of course, it's difficult to hear anything when everyone has a megaphone. For young people trying to learn how to speak and listen, this is an especially complicated business. Educators are well positioned to provide a counterweight to this loudest-is-best approach. Speaking in a classroom or school environment is not the same as speaking in the outside world. Schools and classrooms strive to be safe places where students can exchange ideas, try out opinions and receive feedback on their ideas without fear or intimidation. This curriculum will introduce basic tools for teaching civil discourse. It is not subject-specific; on the contrary, these tools of argumentation and discussion lend themselves to any subject in any classroom.

In 2007, Human Resources and Social Development Canada commissioned Environics Research Group Limited to conduct a public opinion survey on labour market issues among 3,000 adult Canadians. The objective of the public opinion survey was to better understand the perceptions of Canadians regarding labour market challenges and opportunities in order to deal with concerns and build stakeholder support. The topics examined in this survey include: (1) Attitudes toward the economy and the labour market, including issues and priorities; (2) Roles and responsibilities in addressing labour market issues, including federal, provincial, employers and individuals; (3) Labour market strategy, knowledge, use and attitudes, including attitudes toward increasing the quality of the workforce, increasing the number of people participating in the workforce and increasing the ability of the labour market to adjust--all goals of Advantage Canada; and (4) Looking forward, including challenges and needs. This report presents the main findings from the survey. Appendices include: (1) Methodology; and (2) Questionnaires. (Contains 1 footnote.) [This paper was prepared by the Environics Research Group.]

The term "informed clinical opinion" appears in the regulatory requirements for the implementation of Part C of the Individuals with Disabilities Education Act (IDEA) as an integral part of an eligibility determination. It must be included in evaluation and assessment procedures, since it is a necessary safeguard against eligibility determination based upon isolated information or test scores alone. Since the term carries different meanings for individuals and agencies, it is important to clarify the meaning and use of "informed clinical opinion" in the context of Part C. This document uses a question-and-answer format to address three key issues: (1) What does informed clinical opinion mean in the context of Part C? (2) How does informed clinical opinion affect the determination of eligibility? and (3) Why is it necessary to document informed clinical opinion? The paper reprints Part C regulations pertaining to informed clinical opinion and includes one reference. (Author/SG)

This study reports on the results of a survey of current graduate students at Boise State University (BSU) in Idaho, seniors with good grade point averages, and individuals working in the Boise area mainly in the areas of technology and education. Survey respondents (N=297) were asked what obstacles kept or had kept them from enrolling in graduate school; which services they would or did find most helpful to attract and retain them; reasons why they might pursue a graduate degree; and general perceptions of BSU. Obstacles to graduate study identified were: finances, work schedules, and course availability. Desirable services cited by respondents were: summer courses, graduate assistantships, courses through distance learning, childcare, and graduate housing. Personal satisfaction, career advancement, improved earnings, and requirements of their job were reasons given for attending graduate school. Most respondents agreed that BSU has a quality faculty and a good academic reputation, but only about half agreed that BSU has modern labs and equipment or that there is good support for graduate programs. Findings also indicated that potential graduate students were slightly younger than current graduate students, and that a vast majority of graduate students will continue to enroll on a part-time basis, scheduling courses between work and other commitments. The survey and detailed responses are appended. (MAH)

This report, the third in a series of four, reflects MetLife's continued efforts to bring insight and understanding to current issues in education that affect the nation's public schools. The survey sought student information on topics related to values and principles of right and wrong from the perspective of public school students in middle and high school, including whether or not lessons on values belong in the classroom; how helpful such lessons may be; where they learn their values and seek advice; and the role that peers and adults play in student decision-making activities. A total of 2,524 questionnaires were completed with public school students enrolled in grades seven through twelve throughout all states of the continental United States. Every public school containing any of these grades had an equal chance of being selected. Weights were applied so that the sample of students in grades seven through twelve is projectable to the total student population nationally. From December 19, 1995 through February 2, 1996 questionnaires were self-administered by students in the classroom under teacher supervision. Reported findings include: (1) For many students, values and principles of right and wrong belong in the classroom and one in three would like their teachers to place more emphasis on teaching this subject than they do currently; (2) Non-urban African-American students appear to be a unique group of students with respect to their opinions about teaching values in school; (3) Most teens learn their values from their parents but seek advice from their peers; (4) Students report that they value their own opinions and judgments, are willing to learn from their own mistakes and are not easily persuaded by what others might think; (5) Many students participate in activities such as after-school groups, religious services and volunteer work that provide positive contributions to their values and principles of right and wrong; (6) Most students feel that their own faith and values have an important place in their school life; (7) When the level of social tension is high, students seem to be interested in increasing the emphasis being placed on teaching values; and (8) Students overall are equivocal about how helpful these lessons will be to them in the future, perhaps because half of them think that teachers fail to use realistic examples. Four appendices are included: (1) Cleaning Data for the Report; (2) Methodology; (3) Harris Scholastic Sample Design Methodology; and (4) Questionnaire. (Contains 37 tables.) [This report is one of a 4-part series. For Part I, see ED504813. For Part II, see ED504814. For Part IV, see ED504827.]

This language arts unit of study for high ability learners in grades 5-6 highlights persuasion in oral and written form, focusing especially on oral communication. Emphasis is placed on providing evidence for opinions. Students must cite passages from literature to defend their points of view in discussion as well as in written arguments. Opportunities are presented for impromptu speeches, informative and persuasive speeches, debate, small and large group discussion, and critical listening skill development. Students work on independent research on the topic of book banning and make an oral presentation of their opinions and supporting evidence. The unit guide presents a rationale and purpose, goals and outcomes, a list of student readings, an assessment model, special features of the unit, a paper on the concept of change, teaching models, 23 lesson plans, assessment forms, a 49-item bibliography listing works taught in the unit and resource materials used in its development, an annotated bibliography of 23 items on the concept of persuasion and change, and a list of 31 computer software resources. (JDD)

This newsletter issue provides rehabilitation professionals with various information pieces concerning consumer leadership in supported employment of people with disabilities. First, a chart lists five questions concerning self advocacy and supported employment, and provides consumer responses to the questions. A second item describes participatory action research at the Rehabilitation Research and Training Center on Supported Employment (Virginia), especially consumer monitoring of supported employment and development of the Vocational Integration Index. Other items are a list of principles of communication from a consumer perspective, a list of 10 consumer rights related to self advocacy issues, and guidelines for professionals working with constituents to facilitate self advocacy. (DB)

In an attempt to describe a typical Texas teacher, a study was conducted to establish baseline data in conjunction with the Texas State Teachers Association. In May 1990, a questionnaire with 78 discrete questions, 3 continuous data questions, and 1 open-ended question was sent to 560 teachers. The return rate was 40 percent. The results include a profile of the Texas teacher which details 42 characteristics. The typical Texas teachers were found to be family persons, married with two children, conservative, healthy, law-abiding, and happy with themselves. Teachers favor pro-choice in the abortion issue, belong to a church, do not drink or take drugs. Most have a gun at home, favor corporal punishment and capital punishment, work in safe schools, and have experienced no personal crime at school. They work in their room during planning periods, prefer a male principal, have a savings account, and live within five miles of their workplace. They feel they have not been trained to work with mainstreamed children. The questionnaire is appended. (JD)

This report summarizes some of the key findings of a survey of the Connecticut public that was conducted as part of the Year of the Library Project by the Institute for Social Inquiry at the University of Connecticut. The purpose of the study was to explore public attitudes that might be relevant to improve and broaden use of library services. The study was based on telephone interviews of 500 randomly selected respondents, who were contacted in the fall of 1989. The margin of error for the study was about plus or minus 5%. Results of the study are discussed under four headings: (1) basic perceptions and awareness of library services as indicated by library card ownership and library visitation, and personal information including the gender, education, and race of patrons; (2) general attitude toward libraries as measured by the respondents' sense of the importance of the library, reasons for not using the library, frequency of borrowing books and less traditional materials, and use of reference services; (3) use of specialized services, such as nonresident library use and interlibrary loan, and perceptions of the importance of such services and the development of children's library skills; and (4) a service inventory that asked respondents to comment on the importance of specific, less-traditional services such as services for the homebound, reading instruction, access to computers and FAX machines, providing community information and referrals to community agencies, and telephone reference. The exact text of the 60-question survey is included along with the numbers and percentages of responses for each question broken down by such variables as gender, education, age, race, access to library card, library visitation, senior citizen and disability status, and area of residence. (KRN)

Explores why the idea of outsourcing campus information technology (IT) services rouses opinions and passions best handled by informed dialogue. Discusses how to conduct this dialog, including common myths about outsourcing and useful lessons. (EV)

Notes the importance of opinion and students' use of opinion in relation to editorials. Discusses three things to keep in mind when teaching students how to choose a topic for an editorial: make it controversial, contextual, and confined. (SC)

Questionnaires are prepared by many people who have not had specialized training and experience in survey techniques. This booklet was prepared to assist such nonspecialists in the preparation of efficient and useful questionnaires by providing a brief, readable guide for the development of questions for management decisions. This discussion is concerned primarily with kinds of questions that elicit information about attitudes and opinions. The first step in developing a good questionnaire is to examine the context in which the data derived from the questionnaire will be used. The kinds of decisions to be made, the characteristics of the respondents, and the needs of those requesting the information are important contextual aspects. Secondly, item formats such as open-ended questions, two-way questions, and multiple choice questions must be considered along with some of the problems inherent in using the various item types. The items designed and selected for inclusion in the questionnaire should be unambiguous, appropriate for the respondents, and not misleading. Pretesting the questionnaire affords a situation in which ineffective or poorly worded items can be discarded or modified. Suggestions are presented for accomplishing each phase of questionnaire design. (EH)

This module is intended to assist students to evaluate how students in American high schools view their use of energy. Values clarification activities consider energy conservation and energy use habits. The activities are intended to cover one to two class periods and involve discussion, small group activities, and language arts. (Author/RE)

Highlighted in this collection of five articles on the nation's energy problems are the viewpoints of black people, environmentalists, consumers, and utility executives. Also included is a group of statements to help the reader develop a personal energy policy. Intended for junior high school language arts classes, this is the third in a series of four books on energy. Each article is rated for readability according to the Gunning Fog Index. By referring to these scores, a teacher can provide students with increasingly more challenging reading material. An energy glossary and list of related readings follow the articles. (WB)

This manual is designed to train local planning team members and school supervisors/administrators to conduct surveys of local opinions regarding career education. These materials, representing a one-day workshop, consist of eight activities. Topics covered in the activities are an overview of the workshop, an introduction to survey research, statements of purpose, issue-related questions, community population and sampling, data collection methods, data processing and interpretation, and the summary report. Each activity contains a statement of purpose, its estimated time, an explanation of its format, and specific implementation suggestions. Nineteen activity handouts are provided. These include a workshop agenda, an outline of a local opinion survey, career education definitions and goal areas, a description of the elements of an operational career education program, examples of purpose statements and steps for drafting them, examples of issue-related questions and topics, procedures for developing general and demographic questions, sampling techniques, and examples of data record and analysis sheets. (Five other career education workshops covering career education concepts and practices, linking agents, program design, program improvement, and school improvement processes are available separately through ERIC--see note.) (MN)