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This poll was conducted between October 10-13, 2024 among a sample of 2,253 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; and (3) K-12 Choice Policies. It concludes with information about the survey profile and demographics.

This poll was conducted between September 20-25, 2024 among a sample of 1,034 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.60 percentage points. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) school choice policies; and (4) survey profile and demographics.

This poll was conducted between September 12-15, 2024 among a sample of 2,252 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; and (3) K-12 Choice Policies. It concludes with information about the survey profile and demographics.

This poll was conducted between August 22-August 26, 2024 among a national sample of 1,002 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Results from the full survey have a measure of precision of plus or minus 3.1 percentage points. This report highlights: (1) teen perspectives; (2) schooling experiences; and (3) survey profile and demographics.

This poll was conducted between June 5-7, 2024 among a sample of 2,251 Adults. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.44 percentage points. Among the key findings are: (1) Almost half of parents reported their child participating in athletics programs in June, the highest participation out of any activity listed. Culture-focused programs and career preparation had the lowest levels of participation; (2) School switchers are most likely to indicate a change in schools because of bullying, excessive stress/anxiety, or their academic needs not being met at their former school; and (3) One-third of school parents say they would be extremely or very likely to move their child to a different school if their school eliminated academically advanced classes. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; (3) K-12 Choice Profiles; and (4) Survey Profile and Demographics.

This poll was conducted between April 4-8, 2024 among a sample of 2,257 Adults. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.41 percentage points. Among the key findings are: (1) In April, at least one-third of parents have a child attending a microschool or are interested in learning more about microschools. When given a more detailed description of a "microschool," parents appear to have less interest; (2) Among microschool parents, 28% say instruction is completely virtual or online, though only 4 percent of parents interested in microschooling would prefer this instruction style; and (3) Parents say the most important considerations when choosing a microschool for their child are teaching a different curriculum than the local public schools, state accreditation, and state-licensed educators. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; (3) K-12 Choice Profiles; and (4) Survey Profile and Demographics.

This poll was conducted between February 2-5, 2024 among a sample of 2,252 Adults. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.41 percentage points. Among the key findings are: (1) Just under one-third of parents have seen or heard of at least one violent incident at their child's school. Parents of high school-aged children and those in urban areas have seen or heard of more incidents than their counterparts; (2) Parents are slightly more concerned about bullying at their child's school than they are about cyberbullying. Around 1 in 3 parents are "extremely" or "very" concerned about either issue; and (3) One-third of parents feel at least somewhat negatively about the impact of cell phones on their children's socialemotional development. One-third of parents feel that students should be allowed to have cell phones in the classroom, while two-thirds feel they should be able to have them in schools. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; (3) K-12 Choice Policies; and (4) Survey Profile and Demographis.

There are many different schooling options, and we welcome them all under the broad umbrella of choice. But not all educational choice programs are created equal. EdChoice highlights and promotes the programs that create the most pathways for students to lead successful lives. This guide focuses on education savings accounts (ESAs), tax-credit ESAs, vouchers and tax-credit scholarships programs. This year's edition adds a fifth core program type, refundable tax credits, to more specifically reflect the nuances of different program offerings. It also highlights individual tax credits and deductions and 529 savings accounts. These programs are more limited and tend to provide minimal financial assistance to families. This guide introduces the fundamentals of school choice and answers some basic questions about why and how these programs work. This guide is a supplement to "The ABCs of School Choice."

This annual publication of "The ABCs of School Choice" is a comprehensive, data-rich guide to every private school choice program in America. This edition of "The ABCs of School Choice" defines each of the six types of school choice: education savings accounts, vouchers, tax-credit scholarships, tax-credit education savings accounts, refundable tax credits, and individual tax credits and deductions. The guidebook includes an entire spread of charts showing the growth over time of private school choice programs, spending on those programs and student participation in those programs. "The ABCs of School Choice" features a spread for each school choice program that includes the most recent participation, funding and eligibility data as well as information on the program's rules, regulations and legal history. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Scholarship Programs; (8) Tax-Credit Education Savings Account Programs; (9) Refundable Tax Credit Programs; (10) Individual Tax Credit and Deduction Programs; (11) 529 Savings Accounts; (12) Alaska's Reimbursement Program; (13) Rules and Regulations; (14) Legal History; (15) Methodology and Data Sources for Eligibility; and (16) Data Sources for Program Profiles.

Researchers from across the country have published at least 188 empirical studies on the effectiveness of private school choice programs. The "EdChoice Study Guide" is an annually updated guide to the available research on private school choice programs in America. In this guide, one can learn what the body of rigorous research says about school choice's effect on: (1) Participant Test Scores; (2) Participant Educational Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Students' Civic Values and Practices; (6) Racial and Ethnic Integration in Schools; (7) Taxpayers, State Budgets, and Public School Districts (Fiscal Effects); and (8) School Safety.

Historically, private education has been an option mostly for families who could afford the cost or received financial help. Years of research have shown that many families would choose private schools and other educational resources for their children if they did not face insurmountable financial or geographical limitations. Private educational choice programs come in various forms, such as refundable tax credits, education savings accounts (ESAs), school vouchers and tax-credit scholarships. For those who wonder if school choice is legal, this guidebook is where every reformer should start. School choice programs are legal when designed to respect both state and federal constitutions. Paying attention to legal details must be a priority. This short guide was put together for policymakers, parents, and partners, and explains why state appellate and supreme courts--and the U.S. Supreme Court--continue to rule that school choice is constitutional. In addition to federal cases, 2024's expanded edition includes a track record of litigation challenges against school choice across the country. Of the 33 states plus Washington, D.C. and Puerto Rico that have enacted 74 school choice programs, legal challenges in 22 states plus Puerto Rico failed to block school choice and succeeded in two states; cases are pending in four states. Opponents of school choice lost 37 cases and won four cases. In the four states where opponents were successful, only two of those states have no school choice today. The experts from EdChoice recommend that all educational choice advocates understand and follow the principles in these cases when considering school choice policies for their states.

This poll was conducted between November 8-12, 2023 among a sample of 2,260 Adults. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. This report highlights: (1) views on K-12 education; (2) schooling and experiences in K-12 education; (3) views on technologies, social media; (4) school choice policies; and (5) survey profile and demographics.

This poll was conducted between October 12-16, 2023, among a sample of 2,251 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) views on K-12 education; (2) schooling and experiences in K-12 education; (3) views on technologies and social media; (4) school choice policies; and (5) survey profile and demographics.

This poll was conducted between September 23, 2023-September 27, 2023 among a sample of 1041 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.08 percentage points. Among the key findings are: (1) Positive feelings about the direction of K-12 education fell sharply at the national, state, and local levels. These levels of pessimism have not been seen since last year; (2) Teacher concerns about violent intruders entering their child's school have fallen significantly since the spring. They are less concerned about this than parents; and (3) Just over 40 percent of teachers say their students spend "too much" time using technology. High school teachers are most likely to say their students overuse tech. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Teaching Profession and Experiences; (3) Views on Technologies, Social Media; (4) School Choice Policies; and (5) Survey Profile and Demographics.

This poll was conducted between September 12-14, 2023, among a sample of 2,258 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) schooling and experiences in K-12 education; (4) views on social media; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between August 10-13, 2023, among a sample of 2,259 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) tutoring and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between July 7-17, 2023, among a sample of 2,256 adults. The interviews were conducted online, and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) tutoring and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.

This poll was conducted between April 26-May 6, 2023 among a sample of 961 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.46 percentage points. Among the key findings are: (1) Private school and charter school teachers say they are thriving to a much higher degree than public school teachers; (2) About 1 in 4 teachers believe students are performing very well academically, emotionally, and socially; (3) Nearly 3 out of 4 teachers want more investment in mental health programs for teens to reduce the possibility of school shootings; and (4) Six out of ten teachers feel the need to make some changes to their teaching approach based on pandemic impacts. This report highlights findings pertaining to: (1) Well-Being and Happiness; (2) Views on K-12 Education; (3) Teaching Profession and Experiences; (4) Teaching Opportunities and Schooling; (5) School Choice Policies; and (6) Survey Profile and Demographics.

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 2,710 individuals surveyed between January and December 2022. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. Responses used for analysis included candidates who are at different stages of the GME journey, including those who are actively applying to business schools or currently doing research about graduate business degrees. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2023 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Europe. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, and Kun Yuan.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 2,710 individuals surveyed between January and December 2022. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. Responses used for analysis included candidates who are at different stages of the GME journey, including those who are actively applying to business schools or currently doing research about graduate business degrees. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2023 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from North America. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, and Kun Yuan.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 2,710 individuals surveyed between January and December 2022. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. Responses used for analysis included candidates who are at different stages of the GME journey, including those who are actively applying to business schools or currently doing research about graduate business degrees. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2023 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Latin America. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, and Kun Yuan.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 2,710 individuals surveyed between January and December 2022. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. Responses used for analysis included candidates who are at different stages of the GME journey, including those who are actively applying to business schools or currently doing research about graduate business degrees. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2023 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Middle East and Africa. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, and Kun Yuan.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 2,710 individuals surveyed between January and December 2022. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. Responses used for analysis included candidates who are at different stages of the GME journey, including those who are actively applying to business schools or currently doing research about graduate business degrees. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each program report showcases results from the Prospective Students Survey by preferred program type of study. This program report showcases results from the following Business Master's Program Types: (1) Master of Finance; (2) Master of Data Analytics; (3) Master of Management; (4) Master of International Management; and (5) Master of Marketing. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, and Kun Yuan.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 2,710 individuals surveyed between January and December 2022. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. Responses used for analysis included candidates who are at different stages of the GME journey, including those who are actively applying to business schools or currently doing research about graduate business degrees. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2023 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Asia and the Pacific Islands. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, and Kun Yuan.]

This poll was conducted between January 23-February 7, 2023 among a sample of 1,311 Black parents. The interviews were conducted online and the data were weighted to approximate a target sample of Black school parents based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.82 percentage points. Among the key findings are: (1) Black parents are most likely to say core academic subjects are extremely important for grades K-8; (2) When it comes to homeschooling, the biggest concern for Black parents is their child not having as many opportunities to socialize. One-fifth of Black parents have no concerns when it comes to homeschooling; and (3) Charter schools and open enrollment are seen as the most accessible school choice policies according to Black parents. Only half view education savings accounts (ESAs) and school vouchers as accessible. This report highlights: (1) Views on K-12 Education; (2) Views on Schooling; (3) Pandemic Impacts; (4) School Choice Policies; and (5) Survey Profile and Demographics.

This report focuses on the teaching of Critical Race Theory and radical gender theory in American classrooms. Taken together, those concepts comprise radical cultural left ideologies known as Critical Social Justice (CSJ). The findings of this report suggest that the teaching of applied versions of Critical Race Theory and radical gender theory is endemic in American schools. Ninety-three percent of a random sample of 18-to-20-year-old Americans say that they have been taught, or have heard about from an adult at school, one or more Critical Social Justice (CSJ) concepts. In fact, the average respondent reported being taught and/or hearing about more than half of the eight concepts this study measured. Even assuming these are overestimates, schools and teachers promoting CSJ narratives can hardly be regarded as rare or isolated occurrences. Rather, it is the experience of a large segment of American high school students, if not the majority.

This poll was conducted between February 13-14, 2023 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Support for ESAs, school vouchers, charter schools, and open enrollment is much greater when given a brief description. In February, support levels increased significantly across each type of school choice policy; (2) Roughly one in ten school parents report having a child enrolled in a 'microschool'. Over one-third of parents - regardless of whether or not they were given additional information - are interested in learning more about them; and (3) Almost half of parents report having at least one child taking a gifted, advanced, or honors class at their school. This report highlights findings pertaining to: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics.

The Education Scholarship Account (ESA) Act allows parents to use the funds that would have been allocated to their child at their resident school district for an education program of the parents' choosing. The Act identifies student eligibility as well as approved educational expenses. The Act establishes procedures for parents to apply to the ESA program. The Act establishes procedures for an authority to oversee the ESA program. The Act also provides academic and fiscal transparency measures for participating families, schools and education providers. This document contains a model policy for education scholarship accounts. Parents use ESAs to direct their children's education funding to the state-approved schools, courses, programs and services of their choice.

In Duval County today, parents are presented with more options than ever and sorting through the education landscape has been described as a "full time job." This document presents some factors and questions, based on previous conversations with parents, to consider asking schools about when making this important decision.

This annual publication of "The ABCs of School Choice" is a comprehensive, data-rich guide to every private school choice program in America. This edition of "The ABCs of School Choice" defines each of the four types of school choice: education savings accounts, vouchers, tax-credit scholarships and individual tax credits and deductions. The guidebook includes an entire spread of charts showing the growth over time of private school choice programs, spending on those programs and student participation in those programs. "The ABCs of School Choice" features a spread for each school choice program that includes the most recent participation, funding and eligibility data as well as information on the program's rules, regulations and legal history. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Education Savings Account Programs; (8) Tax-Credit Scholarship Programs; (9) Individual Tax Credit and Deduction Programs; (10) 529 Savings Accounts; (11) Rules and Regulations; (12) Legal History; (13) Data Sources for Program Profiles; and (14) Methodology and Data Sources for Eligibility. [For the 2022 edition, see ED620288.]

Researchers from across the country have published at least 187 empirical studies on the effectiveness of private school choice programs. The "EdChoice Study Guide" is an annually updated guide to the available research on private school choice programs in America. In this guide, one can learn what the body of rigorous research says about school choice's effect on: (1) Participant Test Scores; (2) Participant Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Students' Civic Values and Practices; (6) Racial and Ethnic Integration in Schools; (7) Taxpayers, State Budgets and Public School Districts (Fiscal Effects); and (8) School Safety. This year's report includes a new section synthesizing the findings of other reviews of educational choice research. [For the 2022 Edition, see ED625416.]

There are many different schooling options, but not all educational choice programs are created equal. Public charter schools and public-to-public transfers, for example, have provided options within the traditional system, but those programs leave many schooling types off-limits for families. EdChoice's goal as the nation's oldest school choice organization is to highlight and promote the programs that create the most pathways for students to lead successful lives, focusing on five types of programs: (1) education savings accounts (ESAs); (2) tax-credit ESAs; (3) vouchers; (4) tax-credit scholarships programs; and (5) refundable tax credits. Individual tax credits, deductions, and 529 savings accounts are also highlighted. These programs are more limited and tend to provide minimal financial assistance to families. This guide introduces the fundamentals of school choice and answers some basic questions about why and how these programs work. This guide is a supplement to "The ABCs of School Choice" (ED628554). [For "EdChoice 101: An Introduction to the Basics of School Choice. 2022 Edition," see ED625411.]

This poll was conducted between December 9-12, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) One out of four parents indicate that their child has switched from one school type to another. This switch is highest among special education parents; (2) Those who have a child who has switched schools are much more likely to indicate that their child has faced difficulty in some capacity at their former school; (3) More than half of school parents continue to prefer having their child learn at home at least one day per week. That finding has been consistent for 22 consecutive months; and (4) In December, school parents' concerns about a violent intruder entering school increased significantly. The proportion of concerned K-4 parents increased by 6 percentage points. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between November 10-14, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) In November, economic issues dominated voting priorities at the local, state, and federal levels. Education had decreased in priority across those levels; (2) One out of three parents think their child's school is political. Republicans and Democrats are about equally likely to say their school takes a political viewpoint; (3) Three out of five parents believe their child's teacher does an effective job teaching English/Language Arts and Math; and (4) Roughly half of school parents think their own child is progressing 'very well' academically, socially, and emotionally. School parents are much more pessimistic about how their friends' children are doing in school, compared to their own children. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between October 13-October 21, 2022 among a sample of 1,000 All Teachers. The interviews were conducted online. Among the key findings are: (1) Roughly one-fourth of teachers believe students are performing very well academically, emotionally, and socially; (2) Nearly half of teachers believe their school is political, which is greater than the one-third of parents who say they same about their child's school; (3) Teachers believe that government spending per student is much lower than actual expenditures; and (4) Just over half of teachers prefer to teach at least one or more days per week outside of a school building. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) teaching opportunities and schooling; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between October 7-9, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) School parents are much more pessimistic about how their friends' children are doing in school, compared to what they say about their own children; (2) Parents report that communication and support are the most important attributes they need from teachers and school leaders. Transparency is seen as more necessary from school leaders than teachers; (3) In October, economic issues still dominate voting priorities at the local, state, and federal levels. Education increased in priority at the local, state, and federal levels; and (4) One out of three parents think their child's school is political. Republicans and Democrats are about equally likely to say their school takes a political viewpoint. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between September 16-17, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) About a third of parents believe their child's school is political. One in five feels the school is either too conservative or too liberal; (2) Seven in ten Americans have heard about teacher shortages in the last month. Four in ten heard about public schools losing students. News media appear to drive this information -- rather than friends, family, or schools; (3) Two-thirds of Americans say they respect K-12 teachers. At the same time, nearly 60 percent also feel teachers are undervalued. Respect for school board members is about half that for K-12 teachers. One in three adults feels school board members are overvalued; and (4) In September, roughly one-third of parents indicated they were participating in or seeking learning pods. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between August 15-16, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) More than two-thirds of school parents have heard of teacher shortages in the last month; (2) Americans are much less likely (-16 points) to say their state's per-student spending is "too low" when given a publicly reported statistic; (3) In August, the monthly amount parents were willing to spend on tutoring declined slightly to just under $350 per child; (4) All school choice policies continue to see a lift in support when people are given a description. On a few policies there were slight declines since July. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) school choice profiles; and (4) the survey profile and demographics.

This poll was conducted between July 14-July 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Parents most frequently reported their children participating in athletics-focused programs in July. The least common activities were culture-focused programs and those related to career preparation; (2) Parents who have paid for career-focused activities for their children report spending the most amount of money. Those who have paid for arts-focused activities report spending the least amount of money; (3) Parents point to not having enough information, high prices, and inconvenient locations as primary reasons why their child isn't able to participate in certain supplemental activities; and (4) Most often, parents point to location, a safe environment, and academic quality as the main reasons why their child is enrolled in a specific school type. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) extracurricular activities; (4) school choice policies; and (5) the survey profile and demographics.

This poll was conducted between June 15-June 25, 2022 among a sample of 1,000 all teachers. The interviews were conducted online. Among the key findings are: (1) Teachers report spending over $500 of their own money in the last school year on classroom materials, and they spent around $300 on professional development; (2) Teachers are much more likely than school parents to believe school funding is too low either without a public statistic (76% vs. 49%) or even with that statistic (55% vs. 36%); and (3) Pessimism about the direction on K-12 education at the state and nationwide levels continues to grow among teachers. In June, teachers in district schools and charter schools were much more negative about the profession compared to private school teachers. This report highlights: (1) views on K-12 education; (2) teaching profession and experiences; (3) teaching opportunities and schooling; (4) school choice policies; (5) school safety; and (6) the survey profile and demographics.

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from North America. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For "Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021," see ED626825.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Asia and the Pacific Islands. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For "Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021," see ED626825.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Middle East and Africa. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For "Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021," see ED626825.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Latin America. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For "Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021," see ED626825.]

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Europe. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For "Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021," see ED626825.]

This poll was conducted between May 12-May 17, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Most parents would give their child's school an above average grade this past year. Although high school parents are less likely to give an 'A' than K-8 parents; (2) Americans are more likely to prioritize education issues over others when thinking about voting for local offices. Women's issues saw the largest increase across local, state, and federal levels; (3) Despite a small decrease in May, the majority of school parents still felt comfortable with their child attending school right now; and (4) Americans are much less likely (-17 points) to say their state's per-student spending is "too low" when given a publicly reported statistic. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

This resource is designed to be a one-stop shop for all the existing research on private school choice in the United States. This year's edition is updated with the research published since the last edition. Since the first modern-day voucher program launched in Milwaukee in 1990, researchers have studied private school choice programs. Few American education reforms have been studied as much as choice. Even fewer, if any, have such a broad array of possible outcomes for students, schools, taxpayers and families. Researchers from across the country have published almost 175 empirical studies on the effectiveness of these programs. In this resource, the findings of the empirical studies are broken down by U.S. voucher, tax-credit scholarship and education savings account programs to date. The outcomes include: (1) Program Participant Test Scores; (2) Program Participant Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Civic Values and Practices; (6) Racial/Ethnic Integration; and (7) Fiscal Effects. [For the 2021 edition, see ED613035.]

There are many different schooling options, but not all educational choice programs are created equal. Public charter schools and public-to-public transfers, for example, have provided options within the traditional system, but those programs leave many schooling types off-limits for families. EdChoice's goal as the nation's oldest school choice organization is to highlight and promote the programs that create the most pathways for students to lead successful lives, focusing on four types of programs: education savings accounts (ESAs), tax-credit ESAs, vouchers and tax-credit scholarships. In the past, individual tax credits and deductions were also highlighted, but those programs are not far-reaching and tend to provide minimal financial assistance to families. They are included in this publication alongside 529 savings accounts, which also provide limited options. EdChoice believes access should be universal and that all families should be able to find what works for their students--regardless of where they live or how much money they make. This guide will introduce the fundamentals of school choice and answer some basic questions about why and how these programs work.

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Related regional reports showcase results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This overview report contains the following sections: (1) Graduate Management Education Decisions; (2) Program Choice; (3) School Selection Criteria; (4) Study Destination Considerations; and (5) Methodology. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For the related regional reports, see ED626826, ED626827, ED626828, ED626829, and ED626830.]

Unless otherwise noted, data and charts in this report are based on surveys conducted between October 12, 2021 and January 16, 2022 among a sample of 998 special education parents and 3,716 non-special needs parents. The interviews were administered online and the data were weighted to approximate a target sample of Parents based on gender, educational attainment, age, race, and region. Among the key findings are: (1) A very large proportion of special education parents -- two out of three -- say they prefer having their child be schooled at home at least one day per week. This is a slightly higher proportion than that of non-special needs parents; (2) Special education parents are much more likely than other parents to report they have a child in a learning pod or receiving tutoring outside of school; (3) Compared to other school parents, special education parents are more likely to feel various resources such as individualized learning plans and access to mental health supports and counseling will be beneficial to their children; and (4) Special education parents have a wide range of schooling preferences, regardless of financial costs or transportation factors. This report highlights: (1) COVID-19 and schooling; (2) views on K-12 education; (3) school choice policies; and (4) the survey profile and demographics.