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• W747302475 abstract "do Americans think about their schools? More important, perhaps, what would it take to change their minds? Can a president at the peak of his popularity convince people to rethink their positions on specific education reforms? Might research findings do so? And when do new facts have the potential to alter public thinking? Answers to these questions can be gleaned from surveys conducted over the past three years under the auspices of Education Next and Harvard's Program on Education Policy and Governance (PEPG). (For full results from the 2009 survey, see www.educationnext.org; for the 2007 and 2008 surveys see What Americans Think about Their Schools, features. Fall 2007, and 2008 Education Next-PEPG Survey of Public Opinion, features, Fall 2008). In a series of survey experiments, we find a substantial share of the public willing to reconsider its policy prescriptions for public schools. But this responsiveness is not uniform: presidential appeals are more persuasive to fellow partisans than to those who identify with the opposition party, research findings have the greatest impact when an issue remains unsettled, and learning basic facts has the biggest impact when those facts are not well known. None of this comes as a surprise, until one considers how stable aggregate public opinion has been over time. [ILLUSTRATION OMITTED] Individual Volatility but Collective Stability The opinions expressed by individuals, when surveyed on political issues to which they have not given much thought, can appear so fragile as to be meaningless. More than one psephologist has shown that it is not uncommon for people, when repeatedly asked the same question, to give a positive response the first time, offer a negative one on the second occasion, and then return to a positive position the third time around. In such situations, opinions seem to be so lightly held they lack any content whatsoever. Our own data likewise reveal a fair amount of volatility in the views expressed in the three Education Next--PEPG surveys by individual respondents, many of whom participated in multiple years. Of those asked to grade the nation's public schools in both 2008 and 2009, for example, only 59 percent assigned the same grade both years. Among those who gave a grade of A or B in 2008, 46 percent awarded a grade of C or lower in 2009. Numerous respondents also expressed different views on controversial policy issues across survey years. Among those who either completely or somewhat supported merit pay in 2008, 34 percent did not give that support one year later. Conversely, 29 percent of respondents who either completely or somewhat opposed the policy in 2008 did not express that opposition the next year. Similar churning is evident in the responses to questions concerning single-sex public schools, charter schools, and national standards. The flip-flop that characterizes as much as one-third of individual responses does not produce equally large fluctuations in aggregate public opinion, however. On the contrary, the percentage of Americans holding to a particular point of view typically remains stable from one year to the next. On two-thirds of the domestic issues studied by political scientists Benjamin Page and Robert Shapiro, opinion did not change by more than 5 percentage points, despite the fact that years separated the fielding of different surveys. In the aftermath of major events--wars, economic recessions, or a terrorist attack--the views of the public as a whole may change abruptly and dramatically. More commonly, though, public opinion either holds firm or eases slowly in one direction or another. Thinking on education policy follows the general pattern. In the three years of Education Next--PEPG surveys, we found little change in the responses to many of the questions posed in identical or similar ways across successive years (see Figure 1). …" @default.
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• W747302475 date "2009-09-22" @default.
• W747302475 modified "2023-09-26" @default.
• W747302475 title "The Persuadable Public: The 2009 Education Next-PEPG Survey Asks If Information Changes Minds about School Reform" @default.
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