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This survey provides a valid representation of the views of likely voters in Montana. A total of 1,200 completed interviews were obtained. Two findings stand out in this polling project. First, considerable popular support exists for school choice policies and particularly creating a tax-credit scholarship system. Generally speaking, more than three out of five respondents support tax-credit scholarships--this level sustains across such demographics as geographic location, race/ethnicity, political ideology, religion, household income level, among others. There is also majority support for policies creating school vouchers and charter schools. Second, there is a glaring disconnect between schooling preferences and enrollments. Ninety percent of Montana parents said they prefer sending their child to a private school, charter school, virtual school, or provide homeschooling. In reality, approximately 7 percent of Montana's K-12 students attend private schools. Charter schools do not exist. In the poll, 37 percent of K-12 parents said they prefer private schools. Ten percent of Montana parents said they prefer a regular public school. In reality, approximately 93 percent of Montana's students attend regular public schools. This disconnect is consistent with other states. States do not have sufficient school choice systems in place to match parents' schooling preferences. [This poll was conducted by Strategic Vision and sponsored by the Montana Family Foundation, Central Montana Homeschool Association, Diocese of Great Falls-Billings Catholic Schools, Diocese of Helena Catholic Schools, Hispanic Council for Reform and Educational Options, and Montana Federation of Independent Schools.].
The "Montana K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Montana registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences (often using the modifying term "net") of voter opinion, and the intensity of responses. Where do Montanans stand on important issues and policy proposals in K-12 education? They try to provide some observations and insights in this paper. A randomly selected and statistically representative sample of Montana voters recently responded to 19 substantive questions and 11 demographic questions. A total of 604 telephone interviews were conducted in English from April 12 to 19, 2012, by means of both landline and cell phone. Statistical results were weighted to correct known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues included four split-sample experiments. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. For this survey, they were particularly interested in how wording can affect responses to questions on education spending, taxes, and digital learning--all salient issues in Montana state politics and policy discussions. Key findings include: (1) More than three of four registered voters in Montana (77%) are paying attention to issues in K-12 education. Nearly one of four voters (23%) say they pay "very little" or no attention; (2) Montanans are more likely to think that K-12 education is heading in the "right direction" (49%) compared to being on the "wrong track" (38%); (3) Montana voters give high marks to the state's public school system (60% say "good" or "excellent"; 38% say "fair" or "poor"); and (4) Based on survey responses, Montana voters do not know how much is spent per student in public schools. There is an awareness gap. (Contains 1 footnote and 8 notes.).
"The Montana Taxation-Education Study Commission arranged with the Division of Surveys and Field Services, George Peabody College for Teachers, for a comprehensive study of selected public school problems during 1957-58. By agreement the study was limited to four major areas: Organization and Administration; Elementary Education; Secondary Education; and School Finance. Problems of certification, teachers salaries, pupil transportation, etc. were not to be included. The staff report is addressed to the Commission. Its concerns, however, is for the State of Montana, which must consider the problems identified and work for their solution after the Commission disbands. For this reason, many observations and suggestions are made to local school systems and are not matters requiring Commission or the Legislative Assembly. Various proposals and recommendations may be endorsed, revised and modified, or deleted on the basis of Commission judgment" (page ii).