ERIC Number: EJ1345125
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1539-9664
EISSN: EISSN-1539-9672
Available Date: N/A
Amid Pandemic, Support Soars for Online Learning, Parent Poll Shows: Results from the 2020 "Education Next" Survey of Public Opinion
Henderson, Michael B.; Houston, David M.; Peterson, Paul E.; Shakeel, M. Danish; West, Martin R.
Education Next, v21 n1 p6-21 Win 2021
For 14 years, the "Education Next" annual survey has tracked American opinion on education policy. This year's survey, administered in May 2020, provides an early look at how the experiences of the past few months as the COVID-19 pandemic closed schools nationwide may shape Americans' views on education policy going forward. The survey's nationally representative sample of 4,291 adults includes an oversampling of teachers and of those who identify themselves as Black and Hispanic and examines public opinion on issues at the core of education-policy debates as the U.S. heads into the height of the 2020 presidential campaign. The survey's top findings cover: (1) teacher pay; (2) school spending; (3) online education; (4) school choice; (5) opinion of public schools and teachers; (6) free college; and (7) populism and education policy.
Descriptors: COVID-19, Pandemics, Public Opinion, Parent Attitudes, Parent Surveys, Electronic Learning, Educational Policy, Teacher Salaries, Educational Finance, Expenditures, Online Courses, School Choice, Distance Education, Common Core State Standards, Educational Change, Racial Differences, Elementary Secondary Education, Higher Education
Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A