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ERIC Number: EJ1152966
Record Type: Journal
Publication Date: 2017-Sep
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-7217
EISSN: N/A
The 49th Annual PDK Poll of the Public's Attitudes toward the Public Schools: Academic Achievement Isn't the Only Mission
Phi Delta Kappan, v99 n1 suppl Sep 2017
The 2017 PDK Poll of the Public's Attitudes Toward the Public Schools finds that Americans overwhelmingly want schools to do more than educate students in academic subjects. While they value traditional academic preparation, Americans say they want schools to substantially help position students for their working lives after school, which means both more direct career preparation and efforts to develop students' interpersonal skills. In addition, as in past years, the 2017 poll also shows little public support for using public money to send children to private schools. The more Americans know about how voucher programs work, the less likely they are to support them or to say they'd participate in them. The poll also asked Americans about valuing diversity in schools, measuring school quality, wrapping support around students, grading the public schools, and expecting students to attend college. The 2017 poll is PDK's 49th annual survey. It is based on a random, representative, 50-state sample of 1,588 adults interviewed by cell or landline telephone, in English or Spanish, in May 2017. For the first time, this year's study also includes a pair of statewide samples -- focusing on Georgia and New York -- which are covered in separate reports that were not published in the magazine but are available at the organization's poll web site. Langer Research Associates of New York, N.Y., produced this year's poll.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A