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David M. Houston

David M. Houston, Michael B. Henderson, Paul E. Peterson, Martin R. West.

Do Americans hold a consistent set of opinions about their public schools and how to improve them? From 2013 to 2018, over 5,000 unique respondents participated in more than one consecutive iteration of the annual, nationally representative Education Next poll, offering an opportunity to examine individual-level attitude stability on education policy issues over a six-year period. The proportion of participants who provide the same response to the same question over multiple consecutive years greatly exceeds the amount expected to occur by chance alone. We also find that teachers offer more consistent responses than their non-teaching peers. By contrast, we do not observe similar differences in attitude stability between parents of school-age children and their counterparts without children.

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David M. Houston, Michael B. Henderson, Paul E. Peterson, Martin R. West.

States and districts are increasingly incorporating measures of achievement growth into their school accountability systems, but there is little research on how these changes affect the public’s perceptions of school quality. We conduct a nationally representative online survey experiment to identify the effects of providing participants with information about their local school districts’ average achievement status and/or average achievement growth. In the control group, participants who live in higher status districts tend to grade their local schools more favorably. The provision of status information does not fundamentally alter this relationship. The provision of growth information, however, reshapes Americans’ views about educational performance. Once informed, participants’ evaluations of their local public schools better reflect the variation in district growth.

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David M. Houston, Jeffrey R. Henig.
We conduct an online survey experiment in which participants are asked to imagine that they are parents moving to a new metropolitan area. They then choose between the five largest school districts in that area. All participants receive demographic data for each district. In addition, some participants are randomly assigned to receive average achievement and/or average growth data for each district. While there are strong relationships between student demographics and student achievement, the links between student demographics and student growth are much weaker. We find that, on average, the provision of growth data causes participants to choose less white and less affluent districts. Moreover, the provision of both achievement and growth data causes participants to choose less white and less affluent districts than the provision of achievement data alone.

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