Comparing Perspectives on Choice in K-12 Education (2015) - Poster
1
COMPARING PERSPECTIVES ON CHOICE IN K–12 EDUCATION STATE AND NATIONAL POLLS (2010 – 2015) Paul DiPerna | Friedman Foundation for Educational Choice The Friedman Foundation for Educational Choice works together with local and state partners to provide research for specific or broad dissemination. The Friedman Foundation aims to provide public platforms for education and outreach on issues and implications related to choice in K–12 education. Over time, the Friedman Foundation observed rising demand among partners and policymakers to better understand public opinion in their respective states as well as specific metro areas and counties. Since 2009, the Friedman Foundation has partnered with Braun Research, Inc., on more than 25 statewide surveys. State-level surveys with a specific focus on K–12 education remain very rare. Friedman Foundation/Braun Research surveys three to five states each year. Starting in 2012, the Friedman Foundation and Braun Research began conducting annual national surveys to ensure new and different types of questions were being asked and compared to existing annual surveys. (See “Compare with Other Surveys “ on right panel.) The “K–12 and School Choice Survey” polling series attempts to measure awareness and views on a range of K–12 education topics and school choice reforms. Reporting typically focuses on response levels and their differences (“margins”) as well as the intensity of attitudes. The fundamental question for the series is: Where do Americans and state voters stand on important issues and choice-based reforms in K–12 education? A randomly selected and representative sample of registered voters (state polling) or adult Americans (national polling) respond to 20 or more substantive questions and items. Current phone targets are 60 percent landline and 40 percent cell phone. Statistical results are weighted to correct for known demographic discrepancies. The margin of sampling error for state polls is typically ± 4.0 percentage points; for the national polls it is ± 3.1 percentage points. Assessment. Survey research informs the Friedman Foundation’s strategy and public outreach. Reports generally address the question: What is a state’s public opinion climate for school choice reforms? Awareness and Conversation. State polling reports have served as a useful platform for bringing together individuals and organizations who otherwise might not engage each other. Discussions around results have led to broader conversations about K–12 education topics. Contexts and Comparisons. States and local districts have distinct education cultures and norms. Demographic subgroups also vary in their attitudes and opinions. Polling provides the evidence of such variation and differences. Document. Polling observations about K–12 education in general—and school choice reforms in particular—are rare. Especially at the state and local levels. Publicly reporting results fills an informational void in the public policy arena. Sponsor and Developer: Data Collection and Quality Control: Interview Period: Interview Method: Sample Frame: Sampling Method: Populations, Target Sizes: Margins of Error: Response Rates: Weighting? The Friedman Foundation for Educational Choice Braun Research, Inc. 10 to 14 days (approx.) Live Telephone | 60% landline and 40% cell phone (current) National / General Population = Adults (age 18+) State = Registered Voters Dual Frame; Probability Sampling; RDD National / General Population, N = 1,000 State, N = 600 National / General Population = ± 3.1 percentage points State = ± 4.0 percentage points Landline = 10% to 15% (recent) Cell Phone = 10% to 15% (recent) Yes (Landline/Cell, Age, Race, Ethnicity, Gender, and Region) • Friedman Foundation/Braun Research polls are exploratory and aim to be descriptive. We do not formally test hypotheses nor seek causal explanations. • Caution is advised when comparing Friedman Foundation/Braun Research state polls to each other or to the annual national polls. Field periods vary. Question ordering can change slightly from one poll to the next. Comparisons are suggestive. • The timing of state polls can be sensitive to legislative sessions or political campaigns that may highlight issues or policies in K–12 education. • Larger state samples would improve the reliability and interpretations of demographic subgroup results. • Larger cell phone proportion of the overall sample would further minimize the risks of non-response bias, especially for those demographic subgroups that are more likely to reside in cell phone-only households. • There are opportunities for exploratory research and experimentation in order to test the wording and ordering of issue and policy questions. Friedman Foundation/Braun Research poll findings often imply favorable public opinion environments for one or more choice- based reforms in most states. However, those noted conditions (listed below) do not necessarily signal a forthcoming legislative or policymaking advance in a state. Within five or fewer years of Friedman Foundation/Braun Research polling, eight states (out of 25 states surveyed) have enacted one or more private school choice programs. Five states have expanded at least one of their existing programs. Other consistent findings: • In recent years Americans have been very negative about the direction of K–12 education in the country, as well as in most surveyed states. • State voters have signaled relatively more frequent positive views about state public school systems, but Friedman Foundation/ Braun Research polls still have observed negative margins for most surveyed states. • There is a substantial disconnect between respondents’ survey preferences and actual school enrollments. State voters have indicated that private schools are at least as preferable as public schools. • State-level responses regarding choice-based reforms are often net positive. Though support levels, margins, and intensities do vary across states. Without any definition or context, pluralities support charter schools and school vouchers. Provided a definition, positive responses rise more than negative responses. PDK/Gallup (1969 to Present). This is a well-known annual survey among educators, public school leaders, and educational researchers. Administered annually since 1969, typically reports survey results from samples including the national adult population, and occasionally from samples of public school teachers or administrators. PDK/Gallup has asked various types of school voucher questions since 1970. Education Next/PEPG/KN (2007 to Present). This annual survey, respected for its academic approach and reporting, has documented findings related to the impact of framing questions, as well as cues from public leaders and academia, on public opinion. Researchers have asked questions about school choice, such as charter schools, vouchers, and tax-credit scholarships. There has been occasional emphasis on reporting the opinions of school parents and teachers. Results have shown substantial differences between parents and the general adult population on matters of rating schools, funding, and school choice. I am grateful to Drew Vessely, the Friedman Foundation’s art director, who enhanced raw concepts, charts, and content to produce this poster. We are indebted to the team at Braun Research for their excellent work in conducting the phone interviews and collecting the data. In particular, I appreciate the time and commitments from Paul Braun, Cynthia Miller, and Dave Oshman. Quality control is essential for the Friedman Foundation’s polling reports, and I want to thank Drew Catt who has provided rigorous attention to detail for data verification. Views expressed on this poster, as well as any unintentional errors or misrepresentations, are solely my own. BACKGROUND OVERVIEW OBJECTIVES PROFILE OF FRIEDMAN FOUNDATION / BRAUN RESEARCH SURVEYS CAVEATS, LIMITATIONS, AND OPPORTUNITIES CONCLUSIONS COMPARE WITH OTHER SURVEYS ACKNOWLEDGEMENTS CONTACT AND FURTHER INFORMATION Response Rates and Refusal-Complete Ratios and Sample Sizes | Friedman Foundation / Braun Research Polls, 2010 – 2015 Year % Cell LL Response Rate (%) Cell Response Rate (%) Sample Size (N) 2010 20 24.7 20.2 601 2010 20 24.0 19.5 603 2010 20 25.3 20.2 602 2010 20 23.2 18.7 603 2010 20 20.9 17.3 602 2010 20 21.2 17.3 603 2010 20 23.2 22.2 1,017 2011 25 19.6 18.2 1,006 2011 35 17.3 20.3 808 2011 40 19.6 23.8 1,202 2012 30 19.3 18.1 602 2012 30 17.5 19.6 606 2012 30 19.7 18.9 802 2012 20 17.2 17.5 604 2012 30 17.0 16.5 601 2013 30 14.4 11.5 604 2013 30 13.9 12.2 605 2013 30 13.0 11.9 613 2013 23 13.2 11.4 1,000 2013 30 13.2 11.7 605 2013 30 14.6 11.0 602 2013 30 13.3 13.8 606 2014 30 9.7 8.3 660 2014 30 15.8 14.1 1,007 2014 30 12.6 12.3 600 2015 40 11.2 10.4 602 2015 40 14.2 13.7 606 AL-10 AR-10 KS-10 MS-10 NJ-10 NY-10 IN-10 AK-11 NM-11 ID-11 WA-12 TN-12 LA-12 MT-12 NC-12 ME-13 ND-13 TX-13 NATL-13 IA-13 RI-13 OK-13 MO-14 NATL-14 DE-14 NV-15 MN-15 Most state voters and adults in the national samples have said K–12 education is on the “wrong track.” Question: Do you feel things in [INSERT]’s K–12 education system are generally going in the right direction, or do you feel things have generally gotten off on the wrong track? ND-13 MN-15 KS-10 MT -12 AR-10 AK-11 MS-10 IA-13 NJ-10 MO-14 NY -10 TN-12 OK-13 AL-10 DE-14 NM-11 LA-12 NA TL-14 TX-13 RI-13 ID-11 IN-10 WA-12 ME-13 NV-15 NC-12 NA TL-13 66 -19 52 49 49 46 46 41 40 39 37 36 36 35 35 35 34 34 33 33 32 31 31 31 31 29 29 26 -36 -38 -38 -41 -39 -52 -46 -49 -56 -53 -50 -56 -53 -50 -52 -50 -58 -55 -52 -57 -52 -52 -50 -60 -55 -62 Wrong Track Right Direction States vary greatly on what ratings voters give to their respective public school systems. Question: How would you rate [INSERT]'s public school system?* *This question is not asked in the national poll. ND-13 IA-13 MN-15 KS-10 MT -12 NJ-10 WA-12 ME-13 AR-10 AK-11 TN-12 ID-11 NC-12 NY -10 MS-10 IN-10 TX-13 MO-14 AL-10 OK-13 DE-14 RI-13 LA-12 NM-11 NV-15 77 -20 65 65 63 60 52 52 50 48 48 47 46 45 43 42 42 42 41 40 39 39 35 34 32 21 -34 -33 -35 -38 -45 -44 -45 -48 -47 -49 -51 -52 -56 -57 -55 -54 -57 -58 -58 -54 -60 -63 -65 -76 Fair / Poor Good / Excellent We have observed a lot of state-to-state variation on respondents’ preferences for certain school types. Results dramatically differ from actual enrollment proportions. Question: If it were your decision and you could select any type of school, what type of school would you select in order to obtain the best education for your child? ND-13 MT -12 IA-13 MN-15 MS-10 TN-12 NJ-10 WA-12 KS-10 OK-13 AK-10 IN-10 AL-10 ID-11 NA TL-14 NM-11 AR-10 ME-13 TX-13 NA TL-13 NC-12 MO-14 LA-12 RI-13 NY -10 NV-15 DE-14 Regular Public School Private School Charter School Home School 60 50 49 45 43 40 40 40 40 39 39 38 38 38 37 37 37 36 34 34 34 32 31 29 29 24 22 28 28 38 36 38 40 39 35 35 37 30 41 40 27 40 36 33 42 47 45 39 39 49 54 49 43 44 5 9 5 8 8 9 12 14 13 8 15 10 8 22 10 15 12 9 8 10 15 11 10 10 14 20 20 4 10 5 7 10 8 7 7 9 11 11 7 11 8 11 9 14 10 8 7 11 10 8 4 7 9 10 State voters in Alaska, Nevada, and Delaware have been most positive about charter schools. Iowa, Oklahoma, and North Dakota have been least positive. Question: Charter schools are public schools that have more control over their own budget, staff, and curriculum, and are exempt from many existing public school regulations. In general, do you favor or oppose charter schools? 35 30 25 20 15 10 5 0 10 20 30 40 50 60 Intensity (Strong Favor – Strong Oppose) Margin (Favor – Oppose) Views on Charter Schools Margin x Intensity (net percentage points) 70 AK-11 NV-15 DE-14 ID-11 NY-10 NC-12 NM-11 IN-10 NJ-10 KS-10 LA-12 TX-13 MS-10 AR-10 WA-12 / AL-10 RI-13 NATL-14 IA-13 OK-13 ND-13 MT-12 MO-14 MN-15 NATL-13 ME-13 TN-12 State voters in Mississippi stand out as most positive about vouchers. Delaware, New York, New Jersey, and Indiana also have been very positive. Montana, Maine, Iowa, and Washington have been least positive. Question: A “school voucher” system allows parents the option of sending their child to the school of their choice, whether that school is public or private, including both religious and non-religious schools. If this policy were adopted, tax dollars currently allocated to a school district would be allocated to parents in the form of a school voucher to pay partial or full tuition for their child’s school. In general, do you favor or oppose a school voucher system? 35 30 25 20 15 10 5 0 10 20 30 40 50 60 Intensity (Strong Favor – Strong Oppose) Margin (Favor – Oppose) Views on School Vouchers Margin x Intensity (net percentage points) MS-10 DE-14 NY-10 IN-10 NJ-10 NV-15 ID-11 NC-12 NM-11 KS-10 LA-12 TX-13 AR-10 WA-12 AL-10 AK-11 RI-13 NATL-14 IA-13 OK-13 ND-13 MT-12 MO-14 MN-15 NATL-13 ME-13 TN-12 State voters in Alaska, Texas, and North Carolina have been most positive about ESAs. Iowa, Rhode Island and North Dakota have been least positive. Question: An "education savings account"—often called an ESA—allows parents to take their child out of a public district or charter school, and receive a payment into a government-authorized savings account with restricted, but multiple uses. Parents can then use these funds to pay for private school tuition, tutoring, online education programs, special needs therapies, or save for future college expenses. In general, do you favor or oppose this kind of savings account system?* * Wording of this question was slightly modified in 2014, and again in 2015 to more accurately describe participation and the expanding uses of an ESA. 20 15 10 5 0 -5 Intensity (Strong Favor – Strong Oppose) Margin (Favor – Oppose) Views on Education Savings Accounts (ESAs) Margin x Intensity (net percentage points) 10 5 15 20 25 30 35 40 45 DE-14 NV-15 ID-11 NC-12 NM-11 TX-13 WA-12 AK-11 RI-13 NATL-14 IA-13 OK-13 ND-13 MT-12 ME-13 MO-14 MN-15 NATL-13 TN-12 State voters in New Mexico, Texas, Tennessee, and New York have been most positive about tax-credit scholarships. Kansas, Iowa, and Rhode Island have been least positive. Question: A “tax credit” allows an individual or business to reduce the final amount of a tax owed to government. Some states give tax credits to individuals and businesses if they contribute money to nonprofit organizations that distribute private school scholarships. A “tax-credit scholarship system” allows parents the option of sending their child to the school of their choice, whether that school is public or private, including both religious and non-religious schools. In general, do you favor or oppose a tax-credit scholarship system?* * Wording of this question was modified in 2012 to include a new first sentence defining what is a tax credit. 35 30 25 20 15 10 5 0 10 20 30 40 50 60 Intensity (Strong Favor – Strong Oppose) Margin (Favor – Oppose) Views on Tax-Credit Scholarships Margin x Intensity (net percentage points) MS-10* DE-14 NY-10* IN-10* NJ-10* NV-15 NC-12 NM-11 KS-10* TX-13 AR-10* WA-12 AL-10* AK-11 RI-13 NATL-14 / ID-11* IA-13 OK-13 ND-13 MT-12 MN-15 / MO-14 NATL-13 ME-13 TN-12 PAUL DIPERNA, Research Director [email protected] | @pauldiperna | (317) 229-2131 Go to the Friedman Foundation’s website to browse specific state and national polls and to learn more about our methodology and reporting. edchoice.org/Research/Surveys-and-Polling Select Demographic Results on Charter Schools and Vouchers | Friedman Foundation / Braun Research National Poll, 2014 Views on Charter Schools (2014) AMERICAN ADULTS PARTY ID Democrat Republican Independent AGE GROUP 18 to 34 35 to 54 55 & Over HOUSEHOLD INCOME Under $40,000 $40,000 to $79,999 $80,000 & Over 1,007 302 259 309 210 344 404 303 289 326 61 53 69 64 60 68 56 63 61 62 26 32 21 27 22 25 32 23 26 32 + 35 + 21 + 48 + 37 + 38 + 43 + 24 + 40 + 35 + 30 + 13 + 8 + 20 + 12 + 10 + 19 + 10 + 15 + 12 + 11 + 1 - 7 + 6 + 2 - 1 + 9 - 4 even - 3 + 4 63 59 69 58 69 65 56 72 59 61 33 37 27 37 25 33 40 25 35 38 + 30 + 22 + 42 + 21 + 44 + 32 + 16 + 47 + 24 + 23 + 15 + 8 + 26 + 12 + 25 + 18 + 3 + 27 + 7 + 11 + 3 + 7 + 6 - 8 + 5 even + 1 + 5 - 4 + 4 Favor % Oppose % Margin N = Intensity '13 to '14 Change (Favor) Favor % Oppose % Margin Intensity '13 to '14 Change (Favor) Views on School Vouchers (2014) NOTE: Please consider that each subgroup has a unique margin of error based on its adult population size in the United States and the sample size (N) obtained in this survey. We advise strong cau- tion when interpreting results for subgroups with small sample sizes. Subgroup sample sizes represent the unweighted count of completed interviews. All other statistical results reported in this table and report reflect weighted data. Intensity is measured by subtracting the percentage of "strongly oppose" responses from the percentage of "strongly favor" responses. That difference should reflect the most hardened views behind the support or opposition for a given policy or proposal.
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Transcript of Comparing Perspectives on Choice in K-12 Education (2015) - Poster
COMPARING PERSPECTIVES ON CHOICE IN K–12 EDUCATIONSTATE AND NATIONAL POLLS (2010 – 2015)
Paul DiPerna | Friedman Foundation for Educational Choice
The Friedman Foundation for Educational Choice works together with local and state partners to provide research for specific or broad dissemination. The Friedman Foundation aims to provide public platforms for education and outreach on issues and implications related to choice in K–12 education.
Over time, the Friedman Foundation observed rising demand among partners and policymakers to better understand public opinion in their respective states as well as specific metro areas and counties.
Since 2009, the Friedman Foundation has partnered with Braun Research, Inc., on more than 25 statewide surveys. State-level surveys with a specific focus on K–12 education remain very rare. Friedman Foundation/Braun Research surveys three to five states each year.
Starting in 2012, the Friedman Foundation and Braun Research began conducting annual national surveys to ensure new and different types of questions were being asked and compared to existing annual surveys. (See “Compare with Other Surveys “ on right panel.)
The “K–12 and School Choice Survey” polling series attempts to measure awareness and views on a range of K–12 education topics and school choice reforms. Reporting typically focuses on response levels and their differences (“margins”) as well as the intensity of attitudes. The fundamental question for the series is: Where do Americans and state voters stand on important issues and choice-based reforms in K–12 education?
A randomly selected and representative sample of registered voters (state polling) or adult Americans (national polling) respond to 20 or more substantive questions and items. Current phone targets are 60 percent landline and 40 percent cell phone. Statistical results are weighted to correct for known demographic discrepancies. The margin of sampling error for state polls is typically ± 4.0 percentage points; for the national polls it is ± 3.1 percentage points.
Assessment. Survey research informs the Friedman Foundation’s strategy and public outreach. Reports generally address the question: What is a state’s public opinion climate for school choice reforms?
Awareness and Conversation. State polling reports have served as a useful platform for bringing together individuals and organizations who otherwise might not engage each other. Discussions around results have led to broader conversations about K–12 education topics.
Contexts and Comparisons. States and local districts have distinct education cultures and norms. Demographic subgroups also vary in their attitudes and opinions. Polling provides the evidence of such variation and differences.
Document. Polling observations about K–12 education in general—and school choice reforms in particular—are rare. Especially at the state and local levels. Publicly reporting results fills an informational void in the public policy arena.
Sponsor and Developer:
Data Collection and Quality Control:
Interview Period:
Interview Method:
Sample Frame:
Sampling Method:
Populations, Target Sizes:
Margins of Error:
Response Rates:
Weighting?
The Friedman Foundation for Educational Choice
Braun Research, Inc.
10 to 14 days (approx.)
Live Telephone | 60% landline and 40% cell phone (current)
National / General Population = Adults (age 18+)State = Registered Voters
Dual Frame; Probability Sampling; RDD
National / General Population, N = 1,000 State, N = 600
National / General Population = ± 3.1 percentage points State = ± 4.0 percentage points
Landline = 10% to 15% (recent)Cell Phone = 10% to 15% (recent)
Yes (Landline/Cell, Age, Race, Ethnicity, Gender, and Region)
• Friedman Foundation/Braun Research polls are exploratory and aim to be descriptive. We do not formally test hypotheses nor seek causal explanations.
• Caution is advised when comparing Friedman Foundation/Braun Research state polls to each other or to the annual national polls. Field periods vary. Question ordering can change slightly from one poll to the next. Comparisons are suggestive.
• The timing of state polls can be sensitive to legislative sessions or political campaigns that may highlight issues or policies in K–12 education.
• Larger state samples would improve the reliability and interpretations of demographic subgroup results.
• Larger cell phone proportion of the overall sample would further minimize the risks of non-response bias, especially for those demographic subgroups that are more likely to reside in cell phone-only households.
• There are opportunities for exploratory research and experimentation in order to test the wording and ordering of issue and policy questions.
Friedman Foundation/Braun Research poll findings often imply favorable public opinion environments for one or more choice-based reforms in most states. However, those noted conditions (listed below) do not necessarily signal a forthcoming legislative or policymaking advance in a state.
Within five or fewer years of Friedman Foundation/Braun Research polling, eight states (out of 25 states surveyed) have enacted one or more private school choice programs. Five states have expanded at least one of their existing programs.
Other consistent findings:
• In recent years Americans have been very negative about the direction of K–12 education in the country, as well as in most surveyed states.
• State voters have signaled relatively more frequent positive views about state public school systems, but Friedman Foundation/ Braun Research polls still have observed negative margins for most surveyed states.
• There is a substantial disconnect between respondents’ survey preferences and actual school enrollments. State voters have indicated that private schools are at least as preferable as public schools.
• State-level responses regarding choice-based reforms are often net positive. Though support levels, margins, and intensities do vary across states. Without any definition or context, pluralities support charter schools and school vouchers. Provided a definition, positive responses rise more than negative responses.
PDK/Gallup (1969 to Present). This is a well-known annual survey among educators, public school leaders, and educational researchers. Administered annually since 1969, typically reports survey results from samples including the national adult population, and occasionally from samples of public school teachers or administrators. PDK/Gallup has asked various types of school voucher questions since 1970.
Education Next/PEPG/KN (2007 to Present). This annual survey, respected for its academic approach and reporting, has documented findings related to the impact of framing questions, as well as cues from public leaders and academia, on public opinion. Researchers have asked questions about school choice, such as charter schools, vouchers, and tax-credit scholarships. There has been occasional emphasis on reporting the opinions of school parents and teachers. Results have shown substantial differences between parents and the general adult population on matters of rating schools, funding, and school choice.
I am grateful to Drew Vessely, the Friedman Foundation’s art director, who enhanced raw concepts, charts, and content to produce this poster.
We are indebted to the team at Braun Research for their excellent work in conducting the phone interviews and collecting the data. In particular, I appreciate the time and commitments from Paul Braun, Cynthia Miller, and Dave Oshman.
Quality control is essential for the Friedman Foundation’s polling reports, and I want to thank Drew Catt who has provided rigorous attention to detail for data verification.
Views expressed on this poster, as well as any unintentional errors or misrepresentations, are solely my own.
BACKGROUND
OVERVIEW
OBJECTIVES
PROFILE OF FRIEDMAN FOUNDATION / BRAUN RESEARCH SURVEYS
CAVEATS, LIMITATIONS, AND OPPORTUNITIES
CONCLUSIONS
COMPARE WITH OTHER SURVEYS
ACKNOWLEDGEMENTS
CONTACT AND FURTHER INFORMATION
Response Rates and Refusal-Complete Ratios and Sample Sizes | Friedman Foundation / Braun Research Polls, 2010 – 2015
Year
% Cell
LL Response Rate (%)
Cell Response Rate (%)
Sample Size (N)
2010
20
24.7
20.2
601
2010
20
24.0
19.5
603
2010
20
25.3
20.2
602
2010
20
23.2
18.7
603
2010
20
20.9
17.3
602
2010
20
21.2
17.3
603
2010
20
23.2
22.2
1,017
2011
25
19.6
18.2
1,006
2011
35
17.3
20.3
808
2011
40
19.6
23.8
1,202
2012
30
19.3
18.1
602
2012
30
17.5
19.6
606
2012
30
19.7
18.9
802
2012
20
17.2
17.5
604
2012
30
17.0
16.5
601
2013
30
14.4
11.5
604
2013
30
13.9
12.2
605
2013
30
13.0
11.9
613
2013
23
13.2
11.4
1,000
2013
30
13.2
11.7
605
2013
30
14.6
11.0
602
2013
30
13.3
13.8
606
2014
30
9.7
8.3
660
2014
30
15.8
14.1
1,007
2014
30
12.6
12.3
600
2015
40
11.2
10.4
602
2015
40
14.2
13.7
606
AL-10 AR-10 KS-10 MS-10 NJ-10 NY-10 IN-10 AK-11 NM-11 ID-11 WA-12 TN-12 LA-12 MT-12 NC-12 ME-13 ND-13 TX-13 NATL-13 IA-13 RI-13 OK-13 MO-14 NATL-14 DE-14 NV-15 MN-15
Most state voters and adults in the national samples have said K–12 education is on the “wrong track.”
Question: Do you feel things in [INSERT]’s K–12 education system are generally going in the right direction, or do you feel things have generally gotten off on the wrong track?
ND-13MN-15KS-10MT-12AR-10AK-11MS-10IA-13NJ-10MO-14NY-10TN-12OK-13AL-10DE-14NM-11LA-12NATL-14TX-13RI-13ID-11IN-10WA-12ME-13NV-15NC-12NATL-13
66-1952
4949
4646
4140
3937
3636
353535
3434
3333
3231313131
2929
26
-36-38-38
-41-39
-52-46
-49-56
-53-50
-56-53
-50-52
-50-58
-55-52
-57-52-52
-50-60
-55-62
Wrong Track Right Direction
States vary greatly on what ratings voters give to their respective public school systems.
Question: How would you rate [INSERT]'s public school system?**This question is not asked in the national poll.
ND-13IA-13MN-15KS-10MT-12NJ-10WA-12ME-13AR-10AK-11TN-12ID-11NC-12NY-10MS-10IN-10TX-13MO-14AL-10OK-13DE-14RI-13LA-12NM-11NV-15
77-206565
6360
5252
504848
4746
4543
424242
4140
3939
3534
3221
-34-33
-35-38
-45-44
-45-48-47
-49-51
-52-56
-57-55-54
-57-58-58
-54-60
-63-65
-76
Fair / Poor Good / Excellent
We have observed a lot of state-to-state variation on respondents’ preferences for certain school types. Results dramatically differ from actual enrollment proportions.
Question: If it were your decision and you could select any type of school, what type of school would you select in order to obtain the best education for your child?
ND-13MT-12IA-13MN-15MS-10TN-12NJ-10WA-12KS-10OK-13AK-10IN-10AL-10ID-11NATL-14NM-11AR-10ME-13TX-13NATL-13NC-12MO-14LA-12RI-13NY-10NV-15DE-14
Regular Public School Private School Charter School Home School
60
50
49
45
43
40
40
40
40
39
39
38
38
38
37
37
37
36
34
34
34
32
31
29
29
24
22
28
28
38
36
38
40
39
35
35
37
30
41
40
27
40
36
33
42
47
45
39
39
49
54
49
43
44
5
9
5
8
8
9
12
14
13
8
15
10
8
22
10
15
12
9
8
10
15
11
10
10
14
20
20
4
10
5
7
10
8
7
7
9
11
11
7
11
8
11
9
14
10
8
7
11
10
8
4
7
9
10
State voters in Alaska, Nevada, and Delaware have been most positive about charter schools. Iowa, Oklahoma, and North Dakota have been least positive.
Question: Charter schools are public schools that have more control over their own budget, staff, and curriculum, and are exempt from many existing public school regulations. In general, do you favor or oppose charter schools?
35
30
25
20
15
10
5
010 20 30 40 50 60
Inte
nsity
(Stro
ng F
avor
– S
trong
Opp
ose)
Margin (Favor – Oppose)
Views on Charter SchoolsMargin x Intensity (net percentage points)
70
AK-11NV-15
DE-14
ID-11NY-10
NC-12 NM-11
IN-10
NJ-10KS-10LA-12TX-13
MS-10AR-10
WA-12 / AL-10
RI-13NATL-14
IA-13
OK-13 ND-13
MT-12 MO-14MN-15
NATL-13 ME-13TN-12
State voters in Mississippi stand out as most positive about vouchers. Delaware, New York, New Jersey, and Indiana also have been very positive. Montana, Maine, Iowa, and Washington have been least positive.
Question: A “school voucher” system allows parents the option of sending their child to the school of their choice, whether that school is public or private, including both religious and non-religious schools. If this policy were adopted, tax dollars currently allocated to a school district would be allocated to parents in the form of a school voucher to pay partial or full tuition for their child’s school. In general, do you favor or oppose a school voucher system?
35
30
25
20
15
10
5
010 20 30 40 50 60
Inte
nsity
(Stro
ng F
avor
– S
trong
Opp
ose)
Margin (Favor – Oppose)
Views on School VouchersMargin x Intensity (net percentage points)
MS-10
DE-14NY-10
IN-10
NJ-10NV-15
ID-11
NC-12
NM-11KS-10
LA-12
TX-13
AR-10
WA-12
AL-10 AK-11
RI-13
NATL-14
IA-13
OK-13
ND-13
MT-12
MO-14
MN-15
NATL-13
ME-13
TN-12
State voters in Alaska, Texas, and North Carolina have been most positive about ESAs. Iowa, Rhode Island and North Dakota have been least positive.
Question: An "education savings account"—often called an ESA—allows parents to take their child out of a public district or charter school, and receive a payment into a government-authorized savings account with restricted, but multiple uses. Parents can then use these funds to pay for private school tuition, tutoring, online education programs, special needs therapies, or save for future college expenses. In general, do you favor or oppose this kind of savings account system?*
* Wording of this question was slightly modied in 2014, and again in 2015 to more accurately describe participation and the expanding uses of an ESA.
20
15
10
5
0
-5Inte
nsity
(Stro
ng F
avor
– S
trong
Opp
ose)
Margin (Favor – Oppose)
Views on Education Savings Accounts (ESAs)Margin x Intensity (net percentage points)
105 15 20 25 30 35 40 45
DE-14NV-15
ID-11
NC-12
NM-11
TX-13
WA-12
AK-11
RI-13
NATL-14
IA-13
OK-13
ND-13
MT-12
ME-13
MO-14
MN-15
NATL-13
TN-12
State voters in New Mexico, Texas, Tennessee, and New York have been most positive about tax-credit scholarships. Kansas, Iowa, and Rhode Island have been least positive.
Question: A “tax credit” allows an individual or business to reduce the nal amount of a tax owed to government. Some states give tax credits to individuals and businesses if they contribute money to nonprot organizations that distribute private school scholarships. A “tax-credit scholarship system” allows parents the option of sending their child to the school of their choice, whether that school is public or private, including both religious and non-religious schools. In general, do you favor or oppose a tax-credit scholarship system?** Wording of this question was modi�ed in 2012 to include a new �rst sentence de�ning what is a tax credit.
35
30
25
20
15
10
5
010 20 30 40 50 60
Inte
nsity
(Stro
ng F
avor
– S
trong
Opp
ose)
Margin (Favor – Oppose)
Views on Tax-Credit ScholarshipsMargin x Intensity (net percentage points)
MS-10*
DE-14
NY-10*
IN-10*
NJ-10*
NV-15
NC-12
NM-11
KS-10*
TX-13
AR-10*
WA-12
AL-10*AK-11
RI-13 NATL-14 / ID-11*
IA-13
OK-13
ND-13
MT-12MN-15 / MO-14
NATL-13
ME-13
TN-12
PAUL DIPERNA, Research [email protected] | @pauldiperna | (317) 229-2131Go to the Friedman Foundation’s website to browse specific state and national polls and to learn more about our methodology and reporting.
edchoice.org/Research/Surveys-and-Polling
Select Demographic Results on Charter Schools and Vouchers | Friedman Foundation / Braun Research National Poll, 2014
Views on Charter Schools (2014)
AMERICAN ADULTS
PARTY ID
Democrat
Republican
Independent
AGE GROUP
18 to 34
35 to 54
55 & Over
HOUSEHOLD INCOME
Under $40,000
$40,000 to $79,999
$80,000 & Over
1,007
302
259
309
210
344
404
303
289
326
61
53
69
64
60
68
56
63
61
62
26
32
21
27
22
25
32
23
26
32
+ 35
+ 21
+ 48
+ 37
+ 38
+ 43
+ 24
+ 40
+ 35
+ 30
+ 13
+ 8
+ 20
+ 12
+ 10
+ 19
+ 10
+ 15
+ 12
+ 11
+ 1
- 7
+ 6
+ 2
- 1
+ 9
- 4
even
- 3
+ 4
63
59
69
58
69
65
56
72
59
61
33
37
27
37
25
33
40
25
35
38
+ 30
+ 22
+ 42
+ 21
+ 44
+ 32
+ 16
+ 47
+ 24
+ 23
+ 15
+ 8
+ 26
+ 12
+ 25
+ 18
+ 3
+ 27
+ 7
+ 11
+ 3
+ 7
+ 6
- 8
+ 5
even
+ 1
+ 5
- 4
+ 4
Favor%
Oppose% MarginN = Intensity
'13 to '14Change(Favor)
Favor%
Oppose% Margin Intensity
'13 to '14Change(Favor)
Views on School Vouchers (2014)
NOTE: Please consider that each subgroup has a unique margin of error based on its adult population size in the United States and the sample size (N) obtained in this survey. We advise strong cau-tion when interpreting results for subgroups with small sample sizes. Subgroup sample sizes represent the unweighted count of completed interviews. All other statistical results reported in this table and report re�ect weighted data. Intensity is measured by subtracting the percentage of "strongly oppose" responses from the percentage of "strongly favor" responses. That difference should re�ect the most hardened views behind the support or opposition for a given policy or proposal.
