| Title: |
Public Opinion on Education Savings Accounts, School Vouchers, and Charter Schools: Data from Two Survey Series. Program on Education Policy and Governance Conference Papers Series. PEPG 25-02 |
| Language: |
English |
| Authors: |
Paul DiPerna; Harvard University, Program on Education Policy and Governance (PEPG) |
| Source: |
Program on Education Policy and Governance. 2025. |
| Availability: |
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: https://www.hks.harvard.edu/centers/taubman/programs-research/pepg |
| Peer Reviewed: |
N |
| Page Count: |
81 |
| Publication Date: |
2025 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Public Opinion; Educational Vouchers; Charter Schools; School Choice; Educational Policy; Educational Attitudes; Political Affiliation; Geographic Location; Parents; Elementary Secondary Education; Language Usage; Surveys |
| Abstract: |
Objective: This paper examines how Americans view three types of school choice policies-- education savings accounts (ESAs), school vouchers, and public charter schools--using trend and subgroup data from two national survey series reported by EdChoice: the annual Schooling in America survey (SIA: 2013-2024) and monthly EdChoice Public Opinion Tracker polling series (Tracker: 2020-2025). Background: In recent years, education policy debates increasingly have centered on state programs that provide families public funds for private and flexible educational options. ESAs, vouchers, and charter schools tend to have support diverge along partisan, parental, community, and other demographic lines. Perceptions and opinions tend to be shaped to the extent by how policies are described. Despite increased policymaking attention and expanding state programs, recent research is sparse that explores what is known about the long-term stability of public opinion on school choice policies, especially during and after the COVID-19 pandemic; or recent research measuring the effects of question framing and wording on policy support levels. Methods: This descriptive study analyzes public opinion data using time series trends, selected subgroup comparisons, and experimental results from split-sample wording and framing experiments, including school year-aggregated waves. Results: ESAs receive the strongest and most stable support among three policy types considered -- followed by school vouchers and then charter schools. Parents, Republicans, and urban residents tend to give the highest support. Partisan divides are widest on vouchers, with Democrats showing greater variability over time. Wording experiments reveal that universal framing increases support for ESAs by nearly 20 percentage points, while the term "voucher" produces much smaller and inconsistent effects perhaps going against conventional wisdom. Conclusion: Public support for school choice ranges from plurality to large majority depending on policy information and framing. Also, there is broad support across demographics but extent to which also dependent on information and framing, while also exhibiting subgroup differences within a support range. Researchers, policymakers, advocates, and news media should consider these factors when interpreting polling results. It is increasingly important for these groups to be strategic and clear while communicating about school choice programs and policies in their work and activities. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED673459 |
| Database: |
ERIC |