Consider the Source

Abstract

This study extends previous work on survey validity and reliability by examining how different groups of respondents vary in their answers to survey questions about the policy system. The study uses state-representative data from a five-state study of standard-based reform in mathematics to test how predictive teacher, principal, and district administrator survey responses are of each other when respondents are asked the exact same questions about their policy environment. The analyses and discussion call attention to the importance of considering the source of information—who is responding to the survey—when relying on survey data to describe the implementation and effects of education policy. Results show that responses of teachers, principals, and district administrators tend to be similar on questions about power and barriers to implementation but are unrelated or inversely related on questions about specificity, authority, and the consequences of policy. Implications for survey design and analysis are discussed.

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