Emily Richmond points out some of the difficulties in creating and interpreting surveys regarding public opinion on American education:
As for the PDK/Gallup poll, no one recognizes the importance of a question’s wording better than Bill Bushaw, executive director of PDK. He provided me with an interesting example from the September 2009 issue of Phi Delta Kappan magazine, explaining how the organization tested a question about teacher tenure:
“Americans’ opinions about teacher tenure have much to do with how the question is asked. In the 2009 poll, we asked half of respondents if they approved or disapproved of teacher tenure, equating it to receiving a “lifetime contract.” That group of Americans overwhelmingly disapproved of teacher tenure 73% to 26%. The other half of the sample received a similar question that equated tenure to providing a formal legal review before a teacher could be terminated. In this case, the response was reversed, 66% approving of teacher tenure, 34% disapproving.”
So what’s the message here? It’s one I’ve argued before: That polls, taken in context, can provide valuable information. At the same time, journalists have to be careful when comparing prior years’ results to make sure that methodological changes haven’t influenced the findings; you can see how that played out in last year’s MetLife teacher poll. And it’s a good idea to use caution when comparing findings among different polls, even when the questions, at least on the surface, seem similar.
Surveys don’t write themselves nor is the interpretation of the results necessarily straightforward. Change the wording or the order of the questions and results can change. I like the link to the list of “20 Questions A Journalist Should Ask About Poll Results” put out by the National Council on Public Polls. Our public life would be improved if journalists, pundits, and the average citizen would pay attention to these questions.