Citizen of Edmonton Findings:Edmonton Public School Board Preference Measurement

April 14, 2008 Public Presentation EPSB Board Meeting

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Executive Summary

Conjoint Analysis

Additional Question Responses

Background

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ObjectivesOverall objectives include:

– Understanding the value based drivers of educational preferences that are most important to citizens of Edmonton

– Determining if there are any differences in preferences across key segments.

The survey data will provide insights into ways the EPSB can serve the needs and wants of citizens for public education in Edmonton.

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MethodologyData Collection Methodology

– The on-line survey was available from December 1 - 10, 2008.

– The survey consisted of:

> Conjoint trade-offs among various options value-drive perceptions of school board policy options

> Demographic questions

Responses

– Sample of 706 Randomly selected Edmonton residents (age 18 or older)

Statistical validity

– With a sample of this size, the aggregate results are considered accurate to within +/-3.7 percentage points nineteen times out of twenty, to what they would have been had the entire adult population of Edmonton been included in the survey

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Our approach to measuring citizen preferences

Preference measurement and analysis is a research approach that can be used to understand how people make choices.

Understand perceptions and how choices are made (trade-off).

Measure preferences through a simple user friendly survey.

Learn how perceptions compare and what is most important to citizens of Edmonton

Identify what is most important to citizens and what the drivers of value are.

Design, deliver, and/or communicate new or existing programs addressing the needs of the community.

Ideally, blend citizen preferences with organizational costs to optimize plans; create win-win solutions.

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Executive Summary

Conjoint Analysis

Additional Question Responses

Background

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Key Findings

Generally, every feature tested in the survey was viewed as being important.

– The attributes concerning space/ cost issues, and the focus of education were viewed as most important.

For the most part, differences in major preferences between segments are modest:

– This suggests that while pockets of Edmontonians have unique needs and preferences, these break across many standard formats used to communicate to each

Several secondary features are also important, most notably because of the inelasticity of preferences

– Distance and proximity issues

– Use of school facilities

– School size

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Executive Summary

Conjoint Analysis

Additional Question Responses

Background

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Attribute Importance

10.6

11.3

10.7

18.1

22.9

13.3

13.1

Proximity

Program

Buildings

Space / Cost

Focus

Operating Struc

Population

Key elements driving preferences include:

– Space and cost related issues

– Focus on education

Illustrates the amount each attribute contributes to overall preferences. Can be thought of as the potential a given feature has to drive citizen preferences.

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Importance

Importance

Proximity 11

Programs & programming 11

Use of school facilities 11

Space & Cost 18

Focus of education 23

School operating structure 13

School population 13

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Attribute Level Preference Index (Aggregate)29

28

13

0

0

30

0

26

27

17

8

24

0

61

41

28

29

41

< 1 km

1-3 km

3-5 km

> 5km

Standard/Limited

Standard/Extensive

Only K-12 needs

K-12 + after hours comm

K-12 + social needs

K-12 + early learning

K-12 + leased commercial

K-12 + community integration

Focus on test results

Focus on creativity, thinking, adaptabilty

Focus on indiv. Talents

Focus on skilled workforce

Focus on citizenship / character

Focus on preparing for post-secondary

Proximity

Programming

Use of school

facilities

Focus on education

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Attribute Level Preference Index II (Aggregate)13

48

31

0

26

16

24

36

0

2

12

20

33

35

0

Keep open regardless of cost

Keep open based on comm. Needs

Keep open based on city growth trends

Keep open regardless of program quality

Keep open regardless of enrollment

Organize around innovative tech.

Fund resource supports (librarians / TA's)

Fund specialized spaces (music rooms, shops)

Combine grades based on school choice

Combine grades based on enrollment

Fund for the smallest classes

Less than 150 students

150 - 300 students

301 - 500 students

More than 500 students

Space and Cost Issues

School operating structure

School population

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Findings and Implications

Key FindingsThe two key drivers of preferences are space/cost and focus on education

Distance: Threshold at 3km

Preferences is for extensive programming

Schools seen as vital to the interests of the community

Desire for schools that are adaptive and prepare students for the future

– Focus on creativity and social integration, not on test results

Implications

However, don’t ignore the cumulative impact of other features, especially if they are less costly to execute

Estimate the cost of structural policy changes, to determine the optimal solution (blending preferences with costs)

Further investigate the boundaries of several existing levels, to determine levels of acceptance:

Develop strategy to understand community needs, and how schools can be instrument of integration for the community

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Recognize the importance of opinion leaders: one in ten respondents are classified as “Influentials”

10.4% of respondents are influentialKey attributes of Influentials:

Connected: Influential respondents have strong social networks

Impact: Influential respondents are looked up to and are trusted by others. Their advice is often sought.

Trendsetters: Influentials tend to be early adopters of new technology

Active: Influentials are more likely to get involved with their communities, business industry, political movements, charities, social causes and so on

Implications

Influentials are opinion makers and opinion leaders.

Influentials advise others what to buy, where to shop, and even who to vote for.

Targeting Influentials with the proper messaging can be a conduit to implementing change.

Influentials can also provide advanced information on emerging trends.

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Executive Summary

Conjoint Analysis

Additional Question Responses

Background

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Additional Questions:

22%

58%

7%

5%

8%

In your opinion, what should be the single most important criterion for parents in selecting a school?

Programming at the school

Reputation of the school

A welcoming atmosphere

Test results of the students at the school

Other

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Additional Questions:

70%

30%

Do you have any children in school between kindergarten and grade 12?

No

Yes

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Additional Questions:

28%

37%

55%

What type of school do your children attend?

High School

Junior High

Elementary

Note: Multiple response question; responses will not sum to 100

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Additional Questions: Gender

49%

51%

Male

Female

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Additional Questions: Age

43%

19%

5%

33%

55 – 74 years old

35 – 54 years old

18 – 34 years old

More than 75 years old

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Additional Questions: Highest Level of Education

27%

16%

28%

8%

21%

Completed technical school

Some college / university / technical school

High school or less

Completed college / university

Post graduate degree

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Recommendations

  1. Based on the findings design, develop and deploy a stakeholder communications plan that would explain the findings the implications and consequences for the future planning of the EPSB where there are areas of alignment with Board policy and the survey findings.

2. Invite the Minister of Learning and his departmental staff to attend a briefing on the findings of the survey and explore the implications for his Dialogue with Albertans process.

3. Develop a Stakeholder and Influentials information and engagement process to explore further and deeper the meaning for the purposes of informing policy options and approaches from survey the findings on:

Focus on Education findings particularly as they relate to creativity, thinking skills and adaptability and focus on individual student talents and;

The same for the meaning and implications of the schools meeting social, community needs and to be integrated into the community.

4. Make a presentation of the findings to the public in an open Board meeting.

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QUESTIONS & COMMENTS