Parent Attitudes about Education in Arizona: 2005 and Technical AppendicesReport as inadecuate




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Arizona Education Policy Initiative

In 2004 the Arizona Education Policy Initiative (AEPI), a collaboration of Arizona State University, Northern Arizona University, and the University of Arizona, conducted its first-annual survey of parents in a systematic effort to capture parent opinion and establish a framework for tracking parent views over time. Assessing parent opinion is important because no one has a larger stake in the condition of Arizona's schools than parents. "Parent Attitudes about Education in Arizona: 2005", a follow-up to the 2004 report, gives parents statewide an opportunity to make their voices heard on major education issues. As in 2004, the 2005 survey was conducted via telephone between March 18 and March 26, 2005. The respondents represent a statewide random sample of 398 Arizona parents and an additional statewide sample of 93 Hispanic parents. Results are disaggregated by Anglo and Hispanic parents, making it possible to compare differences in opinion between Arizona's two largest racial/ethnic groups. A notable difference from last year's survey and report is that the 2005 sample is limited to parents with at least one student attending a public school (district or charter). Findings reveal that parental opinion remained consistent over the past year. Although there are notable shifts in parental opinion from the 2004 survey, none of the differences are statistically significant. Parents continue to be pleased with their children's schools and teachers. Appendices include: (1) Survey Methods; (2) Survey Questions; and (3) Survey Report Tables. (Contains 72 tables and 5 notes.) [For the 2004 report, see ED514986.]

Descriptors: Private Schools, Testing Programs, Parent Attitudes, State Standards, Attitude Measures, Telephone Surveys, Educational Indicators, English (Second Language), Public Education, Educational Quality, Hispanic Americans, Public Schools, Charter Schools, Interviews, Accountability, Educational Finance, Language of Instruction, Access to Education, Early Childhood Education, Racial Differences, Mass Media Effects, Standardized Tests, School Choice, Minority Groups, Second Language Learning, Access to Information, Teacher Competencies, Educational Improvement, Educational Vouchers, Tax Credits, Cultural Differences, Socioeconomic Influences, Dropouts, Student Motivation, Legal Responsibility, Enrollment, Whites, American Indians, African Americans

Arizona Education Policy Initiative. Division of Educational Leadership & Policy Studies, Mary Lou Fulton College of Education, P.O. Box 872411, Arizona State University, Tempe, AZ 85287. Tel: 480-965-1886; Fax: 480-965-0303; e-mail: aepi[at]asu.edu; Web site: http://epsl.asu.edu/aepi/





Author: Garcia, David R.; Molnar, Alex; Merrill, Bruce

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4322&id=ED514985







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