- Public Awareness and Views of K-12 Online Learning in Michigan 2017
Public Awareness and Views of K-12 Online Learning in Michigan 2016
Public Awareness and Views of K-12 Online Learning in Michigan 2015
Public Awareness and Views of K-12 Online Learning in Michigan 2014
Introduction
From February 12 to 17, 2019, Public Sector Consultants Inc. (PSC) conducted surveys with 600 Michigan adults and 400 Michigan college students on behalf of Michigan Virtual. These surveys were part of ongoing public opinion research conducted by Michigan Virtual to better understand the opinions, preferences, and beliefs of Michigan residents about online learning opportunities for high school students in the state.
The survey of Michigan adults complements previous surveys completed in 2014, 2015, 2016, and 2017, and includes opinions and preferences about online learning opportunities for public school students in the state. Identical question wording was used to allow for comparison. As was the case in 2017, for this iteration, PSC used electronic surveys with panelists that were recruited and vetted by Dynata, an online sampling and data collection company. As in past years, poststratification weights were applied for gender, race, age, income, and educational attainment using American Community Survey estimates of Michigan’s population.
The survey of Michigan college students includes questions about their specific experiences with online learning in high school and college, with results provided in raw (unweighted) form. Taken together, these surveys allow for continued monitoring of opinion trends about online learning while providing important context about the experiences of current college students.
This summary provides highlights of both 2019 online surveys, along with appropriate comparisons to the 2017 surveys. Frequency reports for both surveys are included as appendices below. In all tables in this report, percentages may not add up to 100 percent due to rounding.
Main Findings
Public opinion among Michigan’s adults continues to be consistent across survey years, and Michigan’s college students believe in the importance of online learning prior to attending college/university:
- Michigan adults consistently view online learning as important: A strong—and statistically consistent—majority of respondents in 2014 (79 percent), 2015 (71 percent), 2016 (80 percent), 2017 (83 percent), and 2019 (77 percent) feel that it is somewhat or very important for middle school and high school students to have the option of enrolling in an online course at their local school district. This sentiment is even stronger in Michigan’s college students in both 2017 and 2019, with 85 and 91 percent (respectively) saying it is somewhat or very important.
- Michigan college students see the value of online learning as a way to prepare for college: The vast majority of Michigan college students think that students who used a learning management system[1] (74 percent in 2019, 86 percent in 2017) or took an online course (76 percent in 2019, 78 percent in 2017) in high school are better prepared for college/university, and 77 percent (75 percent in 2017) feel that they would have benefited from having more online learning opportunities in high school.
- More adult respondents believe Michigan high schoolers should take at least one online course prior to graduation: Looking at trends across the five survey years (2014–2019), there has been a 10 percent increase in the percentage of adults saying high schoolers should take at least one online course—from 63 percent in 2014 to 73 percent in 2019. This shift has come from a corresponding decrease in adults who believe there should be no such requirement—a sentiment that has fallen from roughly one-third of adults in 2014 to one-quarter in 2019.
- More adult respondents believe that knowing how to learn online is critical to a student’s future success: In 2017, 75 percent of adults said knowing how to learn online is part of college and career readiness, and 77 percent said that all students would benefit from developing skills to be a successful online learner. In this survey, those responses increased to 87 percent and 86 percent, respectively.
- A majority of college students now report that most or almost all of their high school classes used a learning management system: In the 2017 survey, when asked how many classes they took in high school that used a learning management system, the majority (62 percent) of respondents said that they took a few (35 percent) or none (27 percent). In 2019, the majority said almost all (34 percent) or most (20 percent) of their high school classes used this type of system—a substantial change in practice and experience across the two surveys. Similarly, while online learning activities are more common in college than high school, according to both 2019 and 2017 results, the margin of difference has decreased dramatically in the most recent survey.
- Respondents consistently expect online learning to grow: Since 2015, adult respondents have consistently reported that while they expect less than half of current Michigan K–12 students to enroll in an online course during the next year, they expect roughly two-thirds will do so ten years from now. The 2019 results continue that pattern: Adults expect 31 percent of K–12 students to enroll in an online course in the next year and 60 percent within ten years. At the same time, nearly all (90 percent) of Michigan college students say it is very likely (46 percent) or somewhat likely (44 percent) that they will need to engage in online learning as part of their future job (e.g., professional development)—statistically identical to the results in 2017.
Survey of Michigan Adults
The electronic survey of 600 Michigan adults included 300 male and 300 female respondents and has a +/- 4.0 percent margin of error with 95 percent confidence. In comparison, surveys in 2017 and earlier engaged 800 respondents, resulting in a +/- 3.5 percent margin of error with 95 percent confidence. In general, the 2019 electronic sample was similarly representative compared to past telephone and Web panel samples. The 2019 panel was very accurate compared to the Michigan adult population by age, gender, and race/ethnicity, with a slight bias toward higher incomes and educational attainment. This difference, which was corrected via weighting, is likely due to the mode of data collection, and was more pronounced than in the 2017 panel (which, prior to weighting, was less representative by age and race than in 2019).
General Opinions
As shown in Table 1, there is consistent sentiment regarding the importance of online learning across all years of the survey. Respondents overwhelmingly see the importance of online learning for middle school and high school students, with a strong majority saying it is somewhat or very important for students to have the option of enrolling in an online course at their local school district.
| Level of Importance | 2014 | 2015 | 2016 | 2017 | 2019 |
|---|---|---|---|---|---|
| Very important | 38% | 33% | 38% | 38% | 38% |
| Somewhat important | 41% | 38% | 42% | 45% | 39% |
| Not that important | 11% | 16% | 9% | 12% | 15% |
| Not at all important | 9% | 12% | 10% | 5% | 8% |
| Don’t know/refused [VOLUNTEERED] | 2% | 2% | 1% | N/A | N/A |
At the same time, Table 2 shows an emerging change in sentiment toward online courses for high school students. While the percentage of adults believing Michigan high school students should be required to take at least one course online prior to graduation has remained statistically consistent across the five surveys, the percentage of adults saying requirements should be one online course each year has increased from 28 percent in 2014 to 39 percent in 2019. Moreover, a 10 percent shift—from 63 percent of adults expecting high schoolers to take at least one online course in 2014 to 73 percent in 2019—has come from a corresponding decrease in adults who believe there should be no such requirement. That sentiment has fallen from roughly one-third of adults in 2014 to one-quarter in 2019.
| Statement | 2014 | 2015 | 2016 | 2017 | 2019 |
|---|---|---|---|---|---|
| Michigan high school students should be required to take at least one online course prior to graduation. | 35% | 29% | 29% | 35% | 34% |
| Michigan high school students should be required to take at least one online course each year prior to graduation. | 28% | 26% | 26% | 34% | 39% |
| Michigan high school students should not be required to take an online course prior to graduation. | 36% | 43% | 43% | 31% | 28% |
Since 2015, respondents were asked how likely they felt current Michigan students in grades six through 12 were to take an online course in three specific settings: (1) college or vocational school, (2) the workforce, or (3) high school. Across those four surveys, the overwhelming majority of respondents (75 percent or more) feel that students are likely to take an online course in all three settings—with the strongest opinion that students will encounter online learning later in life, either as they continue their education/training after high school or start working.
Preferences
Respondents were presented with a series of factual statements about online learning in Michigan, and then asked if they felt the statements were true, false, or if they did not know. Across all years of the survey, respondents demonstrated a basic lack of knowledge. Between a third and half of respondents were unable to answer the questions (that is, they replied that they “didn’t know”), and only about a third could accurately indicate that the statements were, in fact, true (as shown in Table 3).
| 2014 | 2015 | 2016 | 2017 | 2019 | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Statement | True | Don’t know | True | Don’t know | True | Don’t know | True | Don’t know | True | Don’t know |
| Michigan requires K–12 public school students to have an online learning experience in order to graduate from high school. | 27% | 32% | 31% | 42% | 22% | 43% | 26% | 30% | 23% | 43% |
| Michigan middle and high school students can take up to two online courses per academic term. | 34% | 49% | 39% | 50% | 39% | 51% | 30% | 51% | 33% | 50% |
| Each online student is required to have a local school staff member assigned to provide onsite support to the student during the online course. | – | – | – | – | 41% | 47% | 45% | 41% | 36% | 52% |
This consistency in response is especially interesting in light of the change in sentiment noted in two of the main findings: that more adults believe high schoolers should take at least one online course prior to graduation, and that knowing how to learn online is critical to a student’s future success. Adult respondents are clearly more comfortable articulating the perceived need for online course skills than they are with the details about current online learning requirements. This is not surprising: Perception of an issue most often precedes detailed knowledge about an issue. But with these findings, we may be seeing the front edge of increased awareness prior to increasing demand for online courses and services.
Respondents were also asked to determine their preference for various online enrollment options and the reasons for selecting online courses, as shown in Table 4. If respondents did not have a child enrolled in a K‒12 Michigan school, they were asked to respond hypothetically. Across all survey years, the single-course options were preferred and statistically equivalent. With the most recent surveys, there is a slight preference emerging toward enrolling a child for a course they had previously failed and/or for a course not offered face-to-face by the school.
| 2015 | 2016 | 2017 | 2019 | |
|---|---|---|---|---|
| If you had a child in a K‒12 school, how likely would you be to enroll the child in . . . | Very or Somewhat Likely | Very or Somewhat Likely | Very or Somewhat Likely | Very or Somewhat Likely |
| A full-time, public cyber charter school where the child receives 100 percent of his/her instruction online | 38% | 45% | 45% | 43% |
| A single online course to overcome a scheduling conflict that prevents the child from taking the course face-to-face | 71% | 73% | 70% | 66% |
| A single online course to provide access to a course not offered face-to-face by the school. | 73% | 74% | 70% | 75% |
| A single online course to retake a course that the child had previously failed | 72% | 74% | 78% | 71% |
NOTE: Questions were not asked in 2014
Correlations and Subgroup Differences
In addition to analyzing responses for all Michigan adults in the sample, PSC examined the responses of subgroups for any statistically significant differences in opinions and preferences, as well as any correlations.
Pearson correlations were run for three of the variables: the importance of online learning, the prevalence of online learning now, and the prevalence of online learning ten years from now. There were some statistically significant correlations among these variables at a 99 percent confidence level that were consistent with those found in previous survey years—and this trend persists when comparing 2017 to 2019.
- The higher the rating of importance, the higher the predicted level of students to take an online course next year (p=.175 in 2019, versus .182 in 2017) and ten years from now (p=.228 in 2019 versus .181 in 2017).
- The higher the percentage of students predicted to take an online course next year, the higher the predicted level was ten years from now (p=.663 in 2019, versus .641 in 2017).
In addition to running Pearson correlations, PSC used a Chi-Square test of association to look for statistically significant differences in importance by gender, race, age, education level, and whether respondents had school-age children in their household. Major differences are noted below.
Gender
- Of female respondents, 41 percent felt that the option of enrolling in an online course in middle school or high school was very important, compared to 34 percent of male respondents—nearly identical to the sentiment in 2017 (42 and 34 percent, respectively) (p = .000).
- Of female respondents, 77 percent were very likely or somewhat likely to enroll a child in an online course the child has previously failed, compared to 65 percent of males (p = .002).
- Nearly twice as many female respondents than males expect 80 percent or more of Michigan’s high school students to be enrolled in at least one online course ten years from now (39 percent of females, 23 percent of males) (p = .000).
Race
- A very consistent 71 to 80 percent of all respondents by race believe it is very important or somewhat important for students in middle and high school to have the option of enrolling in an online course. However, the split between very and somewhat differed: While pluralities of white respondents said very important, pluralities of black/African American and Hispanic respondents selected somewhat important (p = .030).
- Nearly twice as many black/African American respondents as white respondents correctly answered that Michigan requires K–12 public school students to have an online learning experience in high school (37 percent and 20 percent, respectively) (p = .020).
Age
- While slim majorities of 18- to 24-year-old and 25- to 34-year-old respondents would enroll their child in a 100 percent online curriculum, majorities of all older age groups would not (p = .000).
Education Level
- While a majority of respondents—regardless of educational attainment—reported they are very likely or somewhat likely to enroll a child in an online course not offered face-to-face by their school, the response increases steadily from 67 percent of respondents with less than a high school diploma, to 77 percent with some college, to 86 percent with postgraduate study or degree (p = .026).
Survey of Michigan College Students
The electronic survey of Michigan college students included 400 respondents. Of these, 89 percent said that they attend college in Michigan (91 percent in 2017), and 86 percent graduated from a Michigan high school or home school (89 percent in 2017). Given the potential difficulty in obtaining 400 completed surveys due to available panel members meeting the criteria (current college students in Michigan), it was impractical to establish rigid quotas for subgroups within the sample. As a result, 73 percent of respondents were female—nearly the same share as in 2017 (76 percent). However, in both 2017 and 2019, there were no statistically significant differences between males and females on survey responses.
Online Learning Activities and Tools
To begin, respondents were asked questions about online learning activities in high school and college, tools that they used in high school, and tools that they are currently using in college. In the 2017 survey, when asked how many classes they took in high school that used a learning management system, the majority (62 percent) of respondents said that they took a few (35 percent) or none (27 percent). But in this survey, the majority of respondents said they almost all (34 percent) or most (20 percent) of their high school classes used a learning management system. This is a substantial change in practice and experience across the two surveys.
Overall, the 2019 results reflecting on high school line up more closely with the college experience reported by respondents than in 2017:
- Three quarters said that they had taken a college or university course that used a learning management system (compared to 90 percent in 2017).
- Nearly the same share (84 percent) think that students who used a learning management system in high school are better prepared for college/university as in 2017 (86 percent).
As shown in Table 5, while online learning activities are more common in college than high school, the margin of difference has decreased dramatically between 2017 and 2019. In 2017, spreads of 20 to 30 percent were common across each aspect of online learning (where college use was higher than high school). But in this survey, three of the six aspects are nearly equal between high school and college use (viewing grades, turning in assignments, and accessing course materials), and the gap in the remaining three items is smaller in 2019 than in 2017.
| 2017 | 2019 | |||
|---|---|---|---|---|
| Activity | College/University | High School | College/University | High School |
| View my grades | 91% | 61% | 72% | 69% |
| Turn in assignments | 88% | 58% | 73% | 63% |
| Access course readings or materials | 88% | 53% | 67% | 67% |
| Contribute responses to a course discussion board or forum | 87% | 33% | 72% | 49% |
| Watch course videos/lectures | 86% | 41% | 75% | 50% |
| Interact with my instructor | 86% | 40% | 73% | 53% |
Online Courses
Next, respondents were asked about online courses that they might have taken in high school or at their college/university. When asked how important it was for students in middle school or high school to have the option of enrolling in an online class in their local school district, Michigan college students had similar sentiment to other Michigan adults, with 91 percent saying it was either very important (51 percent) or somewhat important (40 percent). This is a slight increase from 87 percent in 2017.
A majority (73 percent) of respondents reported taking an online course during high school, and the average number of online courses was 3.2 during high school. Both of those responses are higher than in 2017, when 59 percent reported taking at least one class and the average number of online courses was 2.5. Once again, a strong majority (71 percent) said that they have taken an online course at their college/university (81 percent in 2017). Of those that said they have not taken an online course in their college/university, most (61 percent) said that it is either very likely (24 percent) or somewhat likely (37 percent) that they will take an online course before they graduate—nearly identical to 2017 (62 percent).
In the final three questions to college students about their online experiences, there is great consistency between 2017 and 2019 respondents:
- A strong majority (76 percent in 2019, 78 percent in 2017) feel that students who took an online course in high school are better prepared for college/university.
- Similar shares believe they would have benefited from more online learning opportunities in high school as they look back at their path to college (77 percent in 2019, 75 percent in 2017).
- Nine in ten believe it is very likely (46 percent) or somewhat likely (44 percent) that they will engage in online learning as part of their future job, compared to 93 percent in 2017.
Appendix A: Michigan Virtual Statewide Survey of Michigan Adults
Hello! This survey is being conducted by Public Sector Consultants, a nonpartisan policy research firm in Lansing, Michigan. We are interested in your opinions about online learning opportunities for public school students in Michigan.
Your participation in this survey is voluntary. Your responses are confidential and will not be linked to you in any reports. The survey will take only a few minutes and your comments are greatly appreciated. If you have any questions about the survey, please contact Jeff Williams of Public Sector Consultants at (517) 484-4954 or [email protected].
[N = 800 in 2017, N=600 in 2019 unless otherwise noted]
Introduction
| Statement | 2017 | 2019 |
|---|---|---|
| Very important | 38% | 38% |
| Somewhat important | 45% | 39% |
| Not that important | 12% | 15% |
| Not at all important | 5% | 8% |
| Statement | Very Likely | Somewhat Likely | Somewhat Unlikely | Very Unlikely |
|---|---|---|---|---|
| Before they graduate from high school | ||||
| 2017 | 32% | 45% | 17% | 6% |
| 2019 | 33% | 43% | 14% | 10% |
| When they go to college or vocational training | ||||
| 2017 | 60% | 35% | 4% | 1% |
| 2019 | 46% | 38% | 8% | 7% |
| When they join the workforce (on the job training) | ||||
| 2017 | 42% | 39% | 16% | 3% |
| 2019 | 43% | 33% | 16% | 9% |
| Statement | Very Likely | Somewhat Likely | Somewhat Unlikely | Very Unlikely |
|---|---|---|---|---|
| A full-time, public cyber charter school where the child receives 100% of their instruction online. | ||||
| 2017 | 16% | 29% | 28% | 27% |
| 2019 | 19% | 24% | 26% | 31% |
| A single online course to overcome a scheduling conflict that prevents the child from taking the course face-to-face in the school. | ||||
| 2017 | 34% | 36% | 16% | 14% |
| 2019 | 24% | 42% | 20% | 14% |
| A single online course to provide access to a course not offered face-to-face by the school. | ||||
| 2017 | 26% | 44% | 13% | 7% |
| 2019 | 32% | 43% | 16% | 9% |
| A single online course to retake a course that the child had previously failed. | ||||
| 2017 | 41% | 37% | 11% | 11% |
| 2019 | 31% | 40% | 17% | 12% |
Opinions about Online Learning
Next, we would like to get your opinion about online learning and how it is delivered in Michigan’s public schools.
| Statement | True | False | Don’t Know |
|---|---|---|---|
| Michigan requires K-12 public school students to have an online learning experience in order to graduate from high school. | |||
| 2017 | 26% | 44% | 30% |
| 2019 | 23% | 34% | 43% |
| Michigan middle and high school students can take up to 2 online courses per academic term. | |||
| 2017 | 30% | 19% | 51% |
| 2019 | 33% | 17% | 50% |
| Each online student is required to have a local school staff member assigned to provide onsite support to the student during the online course. | |||
| 2017 | 45% | 13% | 41% |
| 2019 | 36% | 13% | 52% |
[Programming Note: Have this text appear AFTER they have answered q4]:
So you know, each of the three statements about online learning in Michigan are actually true.
Next, we would like to know how much you agree or disagree with some statements about online learning.
| Statement | Strongly Disagree | Somewhat Disagree | Somewhat Agree | Strongly Agree |
|---|---|---|---|---|
| Knowing how to learn online is part of what it means be college and career ready after high school. | ||||
| 2017 | 10% | 15% | 45% | 30% |
| 2019 | 5% | 9% | 43% | 44% |
| All students would benefit from developing the skills to be a successful online learner. | ||||
| 2017 | 5% | 18% | 45% | 32% |
| 2019 | 4% | 10% | 43% | 43% |
| Statement | 2017 | 2019 |
|---|---|---|
| Michigan high school students should be required to take at least one online course prior to graduation | 35% | 34% |
| Michigan high school students should be required to take at least one online course each year prior to graduation | 34% | 39% |
| Michigan high school students should not be a required to take an online course prior to graduation | 31% | 28% |
| Statement | 2017 | 2019 |
|---|---|---|
| Next year | [AVG. = 30.1] | [AVG. = 31.0] |
| Ten years from now | [AVG. = 59.2] | [AVG. = 59.6] |
Demographics
| Statement | 2017 | 2019 |
|---|---|---|
| No | 60% | 60% |
| Yes; IF YES (all that apply): | 40% | 40% |
| I am required to take classes for continuing education or certification online | 28% | 31% |
| It is optional/possible to take continuing education or certifications online | 45% | 42% |
| Online continuing education or certification are not available for your profession | 30% | 27% |
| 2017 | 2019 | |
|---|---|---|
| Statement | Yes | Yes |
| Pre-K | 11% | 10% |
| K-5 | 14% | 15% |
| 6-12 grade | 18% | 18% |
| Adults | 37% | 34% |
| Response | 2017 | 2019 |
|---|---|---|
| 18-24 | 10% | 12% |
| 25-34 | 20% | 16% |
| 35-44 | 17% | 15% |
| 45-54 | 14% | 18% |
| 55-64 | 21% | 18% |
| 65+ | 28% | 21% |
| Statement | 2017 | 2019 |
|---|---|---|
| Less than high school | 2% | 3% |
| High school graduate (diploma, GED) | 19% | 20% |
| Some college | 27% | 23% |
| College graduate (associate’s or bachelor’s) | 40% | 38% |
| Postgraduate study or degree (master’s, professional, or doctorate) | 12% | 16% |
| Response | 2017 | 2019 |
|---|---|---|
| Male | 50% | 50% |
| Female | 50% | 50% |
| Statement | 2017 | 2019 |
|---|---|---|
| Less than $24,999 | 18% | 18% |
| $25,000 to $49,999 | 30% | 27% |
| $50,000 to $74,999 | 23% | 22% |
| $75,000 to $99,999 | 14% | 17% |
| $100,000 or more | 15% | 16% |
| Statement | 2017 | 2019 |
|---|---|---|
| White | 82% | 74% |
| Black or African American | 10% | 15% |
| American Indian or Alaska Native | 1% | 1% |
| Asian | 3% | 3% |
| Hispanic, Latino, or Spanish Origin | 2% | 5% |
| Some other race | 2% | 2% |
| 2017 | 2019 | |
|---|---|---|
| Statement | (N = 16) | (N = 32) |
| White | 76% | 50% |
| Black or African American | 0% | 6% |
| American Indian or Alaska Native | 6% | 3% |
| Asian | 0% | 0% |
| Some other race | 0% | 34% |
Thank you for your participation!
Appendix B: Michigan Virtual Michigan College Student Survey
Hello! This survey is being conducted by Public Sector Consultants, a nonpartisan policy research firm in Lansing, Michigan. We are interested in your opinions about online learning opportunities for public school students in Michigan, and would like to learn about your experiences with online learning in high school and college.
Your participation in this survey is voluntary. Your responses are confidential and will not be linked to you in any reports. The survey will take only a few minutes and your comments are greatly appreciated. If you have any questions about the survey, please contact Jeff Williams of Public Sector Consultants at 517-484-4954 or [email protected].
[N = 400 unless otherwise noted]
Online Learning Activities and Tools
First, we would like to ask some questions about online learning activities and tools that you might have used in high school or are using now at your college/university. One common tool for online learning is a learning management system. A learning management system is a software application for the administration, documentation, tracking, reporting, and delivery of educational courses.
| Statement | 2017 | 2019 |
|---|---|---|
| Almost all | 21% | 34% |
| Most | 17% | 20% |
| A few | 35% | 24% |
| None | 27% | 22% |
| Statement | 2017 | 2019 |
|---|---|---|
| Yes | 86% | 84% |
| No | 14% | 16% |
| Statement | 2017 | 2019 |
|---|---|---|
| Yes | 90% | 75% |
| No | 10% | 25% |
| 2017 | 2019 | |||
|---|---|---|---|---|
| Activity | High School | College/University | High School | College/University |
| Access course readings or materials | 53% | 88% | 67% | 67% |
| Contribute responses to a course discussion board or forum | 33% | 87% | 49% | 72% |
| Interact with my instructor | 40% | 86% | 53% | 73% |
| Turn in assignments | 58% | 88% | 63% | 73% |
| View my grades | 61% | 91% | 69% | 72% |
| Watch course videos/lectures | 41% | 86% | 50% | 75% |
Online Courses
Next, we would like to ask some questions about online courses you might have taken in high school or at your college/university. For this survey, an online course is one where most or all of the instruction is received online—through a computer or mobile device—rather than in person.
| Statement | 2017 | 2019 |
|---|---|---|
| Very important | 45% | 51% |
| Somewhat important | 42% | 40% |
| Not that important | 11% | 7% |
| Not at all important | 2% | 3% |
| Statement | 2017 | 2019 |
|---|---|---|
| Average Number of Online Courses | 2.5 | 3.2 |
| Statement | 2017 | 2019 |
|---|---|---|
| Yes | 78% | 76% |
| No | 22% | 24% |
| Statement | 2017 | 2019 |
|---|---|---|
| Yes [IF YES, GO TO Q10] | 81% | 71% |
| No [IF NO, ANSWER Q9] | 19% | 29% |
| 2017 | 2019 | |
|---|---|---|
| Statement | (N = 76) | (N = 115) |
| Very likely | 23% | 24% |
| Somewhat likely | 39% | 37% |
| Somewhat unlikely | 18% | 18% |
| Very unlikely | 20% | 20% |
About You
| Statement | 2017 | 2019 |
|---|---|---|
| Yes | 75% | 77% |
| No | 22% | 23% |
| Statement | 2017 | 2019 |
|---|---|---|
| Very likely | 53% | 46% |
| Somewhat likely | 40% | 44% |
| Somewhat unlikely | 6% | 8% |
| Very unlikely | 1% | 2% |
| Statement | 2017 | 2019 |
|---|---|---|
| I graduated from a Michigan high school | 88% | 86% |
| I graduated from a high school in another state | 11% | 11% |
| Other: [PLEASE SPECIFY] | 1% | 13% |
| Statement | 2017 | 2019 |
|---|---|---|
| Michigan | 91% | 89% |
| Another state | 9% | 11% |
Demographics
| 2017 | 2019 | |
|---|---|---|
| Statement | (N = 400) | (N = 400) |
| 18-24 | 54% | 54% |
| 25-29 | 23% | 23% |
| 30-34 | 12% | 12% |
| 35-39 | 8% | 8% |
| 40+ | 3% | 3% |
| 2017 | 2019 | |
|---|---|---|
| Statement | (N = 400) | (N = 400) |
| Male | 22% | 25% |
| Female | 76% | 73% |
| Transgender | 2% | 1% |
| Gender nonconforming | <1% | <1% |
| Different identity (please state): | <1% | <1% |
| 2017 | 2019 | |
|---|---|---|
| Statement | (N = 400) | (N = 400) |
| White | 73% | 61% |
| Black or African American | 17% | 24% |
| American Indian or Alaska Native | 1% | 1% |
| Asian | 4% | 5% |
| Hispanic, Latino, or Spanish Origin | 4% | 6 |
| Some other race | 1% | 2% |
| 2017 | 2019 | |
|---|---|---|
| Statement | (N = 20) | (N = 24) |
| White | 69% | 46% |
| Black or African American | 6% | 17% |
| American Indian or Alaska Native | 0% | 4% |
| Asian | 0% | 0% |
| Some other race | 25% | 33% |
Thank you for your participation!
Endnote
[1] A learning management system was defined to survey respondents as a software application for the administration, documentation, tracking, reporting, and delivery of educational courses (such as Blackboard, D2L, Moodle, BrainHoney, Google Classroom, Schoology, etc.). An online course was defined as a course where most or all of the instruction is received online—through a computer or mobile device—rather than in person.
