Parent and Taxpayer Survey Final Report Prepared for the

Winnipeg School Division Parent and Taxpayer Survey

Final Report

Prepared for the Winnipeg School Division

June 2013

Viewpoints Research Winnipeg, Manitoba

(204) 988-9253 www.viewpoints.ca

V I E W P O I N T S R E S E A R C H

Table of Contents | WSD Parent & Taxpayer Survey | June 2013

TABLE OF CONTENTS

EXECUTIVE SUMMARY ............................................................................................................................. 1

VOTING TO ELECT SCHOOL TRUSTEES ................................................................................................................. 1

PRIORITIES FOR TRUSTEES................................................................................................................................. 1

PARENTS’ PERCEPTION OF WSD EDUCATION ....................................................................................................... 1

OVERALL PERCEPTION OF WSD EDUCATION ........................................................................................................ 1

MANAGING TAX DOLLARS ................................................................................................................................ 1

TAX LEVELS.................................................................................................................................................... 2

WSD PRIORITIES ............................................................................................................................................ 2

PRIORITIES FOR TAX SPENDING .......................................................................................................................... 2

MAINTAIN OR REDUCE SCHOOL TAXES ................................................................................................................ 2

MOST IMPORTANT TAX SPENDING PRIORITY ........................................................................................................ 3

INTERNET CONNECTIVITY .................................................................................................................................. 3

COMMUNICATIONS WITH WSD RESIDENTS ......................................................................................................... 3

GOALS & METHODOLOGY ........................................................................................................................ 4

GOALS .......................................................................................................................................................... 4

METHODOLOGY ............................................................................................................................................. 4

Demographic Variables ......................................................................................................................... 4

Attitudinal Variables ............................................................................................................................. 5

Reporting .............................................................................................................................................. 5

PROFILE OF RESPONDENTS ...................................................................................................................... 6

Parents and Non-Parents ...................................................................................................................... 7

Grade Levels .......................................................................................................................................... 8

Homeowners and Renters ..................................................................................................................... 8

SUMMARY OF KEY FINDINGS ................................................................................................................... 9

VOTING TO ELECT SCHOOL TRUSTEES ................................................................................................................. 9

Priorities for Trustees .......................................................................................................................... 10

Impressions of the Quality of Education My Children Receive ............................................................ 12

Impressions of the Quality of Education in WSD Schools Overall ....................................................... 12

MANAGING TAX DOLLARS .............................................................................................................................. 13

Tax Levels ............................................................................................................................................ 14

Changes in Tax Levels .......................................................................................................................... 16


Table of Contents | WSD Parent & Taxpayer Survey | June 2013

PRIORITIES FOR THE WINNIPEG SCHOOL DIVISION ............................................................................................... 16

A safe, secure environment for students ............................................................................................. 17

Prepare students to be successful at college and university ............................................................... 17

Providing programs that encourage students to become better leaders and citizens ........................ 18

Maintain existing school programs and services ................................................................................ 18

Use environmentally friendly products and practices ......................................................................... 18

Cut school property taxes .................................................................................................................... 19

PRIORITIES FOR SCHOOL TAX SPENDING ............................................................................................................ 19

Assisting children with learning problems and disabilities ................................................................. 20

Providing students with up to date text books and other resources in school .................................... 21

Programs that promote student understanding of social justice and environmental protection ....... 21

Programs that help new immigrant children in school, including English language training ............. 21

Programs that address the negative impact of poverty on student learning ..................................... 21

School building maintenance, heating and gasoline to run school buses ........................................... 21

Programs that improve Aboriginal education… .................................................................................. 21

MAINTAIN OR REDUCE SCHOOL PROPERTY TAXES ............................................................................................... 22

TOP PRIORITIES FOR SPENDING........................................................................................................................ 23

WSD RESIDENT CONNECTIVITY ....................................................................................................................... 25

Internet Access .................................................................................................................................... 25

Devices Used for Internet Access ........................................................................................................ 25

COMMUNICATIONS WITH WSD RESIDENTS ....................................................................................................... 26

Most Common Sources of News.......................................................................................................... 26

SOURCES OF INFORMATION ABOUT WSD AND ITS SCHOOLS ................................................................................. 27

Preferences for WSD Communications ............................................................................................... 29


Executive Summary | WSD Parent & Taxpayer Survey | June 2013 1

EXECUTIVE SUMMARY

Voting to Elect School Trustees

Almost four in ten respondents said they always vote in school trustee elections, while one in three reported that they never vote in these elections.

Among these respondents, participation in the election of school trustees is at its second lowest level over four waves of research and similar to results not seen since 2004.

Priorities for Trustees

The priorities assigned by residents to school trustees have remained generally the same over time. However, concerns about quality of education and curriculum and school programs, combined, are the top priority for 9% of respondents, up from 5% in 2011.

Parents’ Perception of WSD Education

Seventy-seven percent (77%) of parents and guardians have a positive impression of the quality of education their children receive, including 27% who reported it is excellent and 50% who concluded it is good. The overall positive rating (excellent and good combined) is down 5 points from 2011, but excellent ratings are up 4%. Although positive ratings are slightly lower than 2011 numbers, they remain higher than 2009 and 2004.

Overall Perception of WSD Education

Perceptions of the quality of education in WSD schools have dipped slightly in this wave of research, while still within the margin of error, as more than three in five respondents provided a good or excellent rating.

Respondents tend to regard the quality of education their children receive more favourably than the quality of education in WSD schools generally.

Managing Tax Dollars

Positive ratings for managing tax dollars have dipped below levels in 2011, while holding steady with 2009 numbers and remaining higher than ratings in 2004. About one in four WSD residents give the Division a positive grade, or 4 or 5 on a five-point scale, compared to one in three in 2011.

This year almost one in four respondents hold a negative view of the WSD’s management of tax dollars, including 11% who feel the Division does a very



unsatisfactory job in this area. More than a third of residents feel the Division does a fair job.

Tax Levels

After steadily increasing over three waves of research, the number of residents who feel the school tax they pay is about right has tumbled 17 points to 43%, a level not seen since 2004. Numbers for those who feel their taxes are too high have jumped 15 points to 46%, including 16% who feel they are much too high. Few people feel they are paying too little in taxes (5%).

The perception that school taxes have increased has almost doubled over the previous two waves of research to 55%, while 1% believe it has decreased and 18% feel it has stayed the same. About one in four respondents are unsure.

Of the 240 respondents who believe the school portion of their taxes has gone up in the last two years, about one in twenty feel it had risen 1%, almost four in ten feel it has risen 2% to 3%, and three in ten feel it is up 4% or more. Twenty-eight percent (28%) were unsure.

WSD Priorities

Six priorities have been tested over several waves of research and the degree of their perceived importance relative to one another remains consistent over time. In this wave the overall importance of the top five priorities has dipped slightly, offset by a desire for school tax relief.

Providing a safe environment for students remains the top priority for residents, followed by preparing students to be successful at college and university and providing programs that encourage students to become better leaders and citizens.

Priorities for Tax Spending

As in past waves of research, residents were asked to rate the importance of various areas for school tax spending and their responses were generally consistent with past research.

Assisting children with learning problems and disabilities, and providing students with up to date text books and other resources in school, received the highest importance ratings with almost nine in ten rating them as important or extremely important.

Maintain or Reduce School Taxes

Slightly more than seven in ten residents favour maintaining taxes and programs over reducing taxes at the expense of programs. This is a drop of 9 points since 2011 and a return to 2009 and 2004 levels.



Most Important Tax Spending Priority

As in past waves of research, two related themes emerged when respondents who want school taxes maintained at their current levels were asked the single most important thing additional school tax money should be spent on. Three quarters of responses related to teachers and resources, or to improvements in the quality of education.

Internet Connectivity

Almost nine in ten residents surveyed access the internet in at least one location; home, work or a public facility while one in eight do not use the internet at all.

More than eight in ten respondents with internet access use a wireless connection.

Desktop and laptop computers are the most widely used devices for accessing the internet, followed by phones and tablets. Many respondents use multiple devices.

Communications with WSD Residents

In this wave of research, using the internet to access most news and current events has dropped somewhat and now lags behind television, while television viewers are up 10 points. Newspapers and radio continue their steady retreat over previous waves.

Residents receive information about the programs and services offered by the Winnipeg School Division from a mix of sources, led by newspapers with almost one in four accessing information this way, up since 2011.

The use of school and Division newsletters is on the rise, while the internet, teachers and school staff, and friends and family appear to be in decline. Getting information from the radio, television and students held steady in comparison to past years.

Electronic communications remain the most desirable method of receiving information about the WSD, steady since 2011 and higher than in 2009.

Respondents who would like their information through school and Division newsletters is at its lowest level in three waves of research, but is still the second most frequently mentioned option.

Interest in getting information from newspapers and mail is on the decline, while other options held steady since 2011.

Those who don’t want information on WSD schools reached its highest level over three waves of research at 17%.


Goals & Methodology | WSD Parent & Taxpayer Survey | June 2013 4

GOALS & METHODOLOGY

Goals

On behalf of the Winnipeg School Division (WSD), Viewpoints Research conducted telephone survey research with residents of the Division. The 2013 questionnaire is similar to survey instruments used in 2011, 2009 and 2004 research.

As in previous research, the 2013 survey examined the following topics:

residents’ priorities for the Winnipeg School Division and for schools in the Division, including spending priorities;

perceptions of the quality of education offered in WSD schools;

impressions of school taxes and satisfaction with how the WSD manages tax dollars;

engagement with the election of school trustees.

individual internet connectivity and the best methods for communicating WSD information to residents.

Methodology

A telephone survey of 602 residents of the WSD was conducted between May 13th and 23rd, 2013 by Viewpoints Research, on behalf of the WSD. A survey of this magnitude has an overall confidence level of 3.96% nineteen times out of twenty.

The findings of this research have been cross tabulated by the following demographic and attitudinal variables:

Demographic Variables

ward;

school district;

gender;

household income;

age;

rent or own home;

educational attainment;

whether respondents are the parents or guardians of children attending WSD schools;

the grade level of children in schools;


Goals & Methodology | WSD Parent & Taxpayer Survey | June 2013 5

household income.

Attitudinal Variables

likelihood of voting in trustee elections;

satisfaction with the way the WSD manages tax dollars;

perceptions of the quality of education in WSD schools;

satisfaction with their children’s education;

perceptions regarding whether school taxes are too high;

choice when asked to trade off lower taxes with maintaining school programs.

NB In order to examine responses by special groups of interest, e.g. age or income, response categories for some questions have been grouped together under broader headings to provide more statistically meaningful results. Some sub-groups remain small (<100N) and results, or conclusions drawn from them, should be regarded with caution.

Reporting

This report summarizes the key findings of the research and compares findings with 2004, 2009 and 2011 survey results where possible. Statistically significant differences between the various sub-groups of residents are also highlighted as bulleted points through the report.


Profile of Respondents | WSD Parent & Taxpayer Survey | June 2013 6

PROFILE OF RESPONDENTS

Male 47% Female

53%

Chart 1: Gender

18 to 29 6%

30 to 39 14%

40 to 49 18%

50 to 59 22%

60+ 39%

Chart 2: Age

< High School 10%

High School Grad 19%

Some College/Tech

4%

College/Tech Grad 20%

Some University

7%

University Grad 28%

Post-Grad 10%

Chart 3: Education



Parents and Non-Parents

Slightly less than a quarter of survey respondents have children who attend WSD schools living full- or part-time in their households (24%, N = 145). A little more than three quarters of households participating do not include a WSD student (76%).

Parents and guardians were most likely to be 40 to 49 years of age (53% of that age group are parents), followed by those 18 to 39 years of age (38% in that age group are parents).

Parents participating in this research are most likely to live in Ward 3 (35%) and the Central District (30%).

< $20K 12% < $30K

10%

< $40K 11%

< $60K 17%

< $80K 12%

< $100K 9%

$100K+ 16%

Chart 4: Household Income

24%

76%

Chart 5: Children in Household

NB 2011 census data estimates that 63% of Winnipeg census families include children of some age. The Viewpoints question, however, excludes pre- and post-school age children and those attending school outside the WSD.



Grade Levels

Almost three quarters of parents or guardians have children in Kindergarten to Grade 6 (72%), 44% have children in Grades 7 to 10 and 26% have children in Grades 11 and 12.

The following chart summarizes the grade levels of children whose parents or guardians participated in this survey.

Homeowners and Renters

Almost three in four WSD residents surveyed own their homes (73%), while 25% rent and 2% have other living arrangements. The percentage of respondents who own their homes is up five points since 2011 (68%) and 12 points since 2004 (61%).

Table 1: Area by Living Arrangements

Ward Own Rent

One 79% 19%

Two 67% 30%

Three 72% 26%

District Own Rent

North 77% 21%

South 79% 18%

Central 81% 17%

Inner City 41% 55%

K to 3 46%

4 to 6 26%

7 to 8 21%

9 to 10 23%

11 to 12 26%

Chart 6: Grade Levels


Summary of Key Findings | WSD Parent & Taxpayer Survey | June 2013 9

SUMMARY OF KEY FINDINGS

Voting to Elect School Trustees

Almost four in ten respondents said they always vote in school trustee elections (39%), while one in three reported they never vote in these elections (34%). Among residents surveyed, the percentage of respondents who always or usually voted in the election of school trustees is at its second lowest level over four waves of research and very similar to results not seen since 2004.

Table 2: Voting to Elect School Trustees

Voting 2004 2009 2011 2013

Always 41% 28% 46% 39%

Usually 12% 15% 10% 11%

Sometimes 15% 18% 14% 14%

Never 31% 37% 28% 34%

Not eligible 1% 1% 2% 1%

Parents and guardians with children in WSD schools are less likely to always or usually vote for school trustees (42%) than non-parents (53%), as are renters (40%) compared to homeowners (54%).

The likelihood of always or usually voting for school trustees increases with age, from 31% of 18 to 39 year olds to 66% of those 60 and over. The same is true of income, from 43% of those earning less than $40,000 to 63% of those earning over $80,000.

Always 39%

Usually 11%

Sometimes 14%

Never 34%

Chart 7: School Trustee Voters



Priorities for Trustees

When residents were asked to identify the single most important thing WSD trustees should be dealing with in the coming year, the same themes emerge as in past waves of research. Issues pertaining to improving the quality of education are most important to one in three residents (29%), the same as in 2011, while 17% mention a tax or budget issue, up 4 points since 2011. One in eight respondents touched on bullying or student behavior (13%), similar to 2011 results. Other issues were mentioned by 11% of respondents. A large proportion of respondents were unsure (29%).

Specific top priorities are reducing administration cost/more efficient (12%), prevent violence and bullying (10%), improving basic (reading, writing, math) (7%), improve the education system (6%) and help students, provide individual attention and address class sizes (6%).

The following table details residents’ responses and compares them to those in 2004, 2009 and 2011.

Table 3: Priorities for Trustees

Priority 2004 2009 2011 2013

Improve Education

Improve basics (reading, writing, math) 8% 6% 7% 7%

Language Arts/English <1% <1% <1% <1%

Job training/skills/post secondary readiness 1% 1% 1% 1%

Quality of education, general NA NA 5% NA

Education/Improve education system NA NA NA 6%

Improve curriculum/school programs NA NA NA 3%

Have one school division / standardize education NA 2% NA NA

Assessment issues, no-fail, CAP etc. NA NA 1% NA

Individual attention/help students/class size 4% 3% 8% 6%

Improve special ed/more resources for special needs

1% NA NA NA

Improve teaching/teachers 3% 5% 3% 4%

Improve principals/administration 1% 1% 1% 2%

Sports 1% 1% 1% <1%

Arts 1% <1% 1% <1%

Science/Technology/Computers <1% <1% 1% 0%

TOTAL 20%* 19% 29% 29%

*Totals are the sums of marginal survey results which are expressed to one decimal point. The rounded whole percentages used in this table may not add up to these totals.



Table 3: Priorities for Trustees cont’d

Priority 2004 2009 2011 2013

Tax and Budget Issues

Taxes 11% 7% 3% 4%

Reduce administration costs/more efficient 3% 6% 1% 12%

Budget/funding issues 6% 1% 8% NA

Reduce parent fundraising/financial support 2% 2% 1% 1%

TOTAL 22% 16% 13% 17%

Bullying and Student Behaviour

Prevent violence and bullying 7% 5% 10% 10%

Drugs/crime in schools 1% NA NA NA

General safety of teachers/students NA 3% NA NA

Discipline/student behavior 2% 2% 2% 2%

Attendance NA NA NA 1%

TOTAL 10% 10% 12% 13%

Other

More teachers & staff 2% 3% 2% 2%

Learning disabilities/problems 1% 1% 1% 2%

More after school activities/summer programs 1% 1% 1% NA

Poverty 1% <1% <1% 1%

Social issues NA NA 3% 2%

Immigration / EAL <1% <1% <1% 1%

Up to date equipment, libraries, text books, resources

3% 2% 1% 2%

Improve playgrounds, infrastructure NA 1% NA 1%

Keep schools open NA <1% NA NA

TOTAL 8% 8% 8% 8%

Other (unclassified)/Nothing/Don’t know/Refused

39% 44% 36% 32%

*Totals are the sums of marginal survey results which are expressed to one decimal point. The rounded whole percentages used in this table may not add up to these totals.

Tax and Budget Issues are considered important by more residents in the South district (23%), those who are university educated (19%), earn less than $80,000 (20%) and who own their own homes (20%), compared to residents overall (17%).

Tax and Budget Issues were also mentioned more frequently by those who always vote for school trustees (26%), are unsatisfied by the WSD’s budget management



(34%), think taxes are too high (30%) and are homeowners (20%), compare to residents overall (17%).

Initiatives to Improve Education were mentioned most often by residents in the South district (33%), those who are university educated (36%), earn $80,000 or more or own their own homes (30%), compared to residents overall (29%).

Initiatives to Improve Education were also considered important by more residents who always vote for school trustees (32%), are satisfied with the WSD’s budget management (35%) and feel the quality of education in the WSD is poor or very poor (56%), compared to residents overall (29%).

Bullying and Student Behaviour were identified as a top priority more often by residents of the Inner City (21%), those with a high school education or less (18%), those who earn less than $40,000 (16%) or rent their home (20%), compared to 13% of residents overall.

Those who mentioned Bullying and Student Behaviour were more likely to choose to maintain programs (14%) than reduce taxes (8%).

Impressions of the Quality of Education My Children Receive

Almost eight in ten parents and guardians have a positive impression of the quality of education their children receive (77%), including 27% who report it is excellent and 50% who conclude it is good. The overall positive rating (excellent and good combined) is down 5 points from 2011, but excellent ratings are up 4%. Although positive ratings are slightly lower than 2011 numbers, they remain higher than ratings in 2009 and 2004.

Only 5% of parents said the quality of education in their children’s school is poor or very poor and 15% feel it is fair.

Perceptions that their children’s education is ‘excellent’ is greatest in the South district (37% vs. 27% overall); that it is ‘good’ is greatest in the North district (64%, vs. 50% overall); and that it is ‘fair’ (20% vs. 14% overall) or ‘poor’ (7% vs. 3 % overall) is greatest in the Central district.

Perceptions regarding the quality of education in WSD schools generally correlate with perceptions regarding their own children’s education in a WSD school. However 33% of those who feel their children’s education is good think the quality of education provided in WSD schools, generally, is only fair.

Impressions of the Quality of Education in WSD Schools Overall

Perceptions of the quality of education in WSD schools have dipped slightly in this wave of research. More than three in five respondents provided a positive rating, with 10% saying the quality of education is excellent and 52% saying it is good, for a combined rating of 61%, down from 64% in 2011, 65% in 2009 and matching 2004’s rate.



This year one in five concluded the quality of education is fair (21%), while 6% concluded it is either poor or very poor.

Respondents tend to regard the quality of education their children receive more favourably than the quality in WSD schools generally, as illustrated by the following chart.

Perceptions that the quality of education in WSD schools is excellent or good are greater among voters (vote always 69%, usually 62%, sometimes 68%) than non-voters (49%).

Perceptions are more favourable among those who are satisfied with how the WSD manages tax dollars (80% good or excellent quality), those with children in a WSD school (72%) and those who are satisfied with the quality of their own children’s education (87%), compared to respondents overall (61%).

A number of sub-groups are more likely to be unsure about the quality of education in WSD schools, including those with no children in WSD schools (14%) versus 1% of those with children; and men (13%) compared to women (9%).

Managing Tax Dollars

The percentage of residents in 2013 who were satisfied with the management of tax dollars was lower than that in 2011 but similar to that in 2009. Twenty-seven

Resps' Children

Overall

Very poor 2%/ Poor 3%

Very Poor 1% / Poor 4%

Fair 15%

Fair 21%

Good 50%

Good 52%

Excellent 27%

Excellent 10%

Chart 8: Quality of Education - Respondents' Children & Overall



percent (27%) of WSD residents gave the Division a positive grade (4 or 5 on a 5-point scale), compared to 32% in 2011, 27% in 2009 and 19% in 2004.

This year 23% hold a negative view, including 11% who feel the Division does a very unsatisfactory job in this area. The largest percentage of residents (37%) concluded the Division does a fair job at managing tax dollars.

Men are less likely to be satisfied with the WSD’s management of tax dollars (22%, satisfaction rating of 4 or 5 on a 5-point scale) than women (31%).

Satisfaction with how tax dollars are managed correlates to positive perceptions of the quality of education in WSD schools, from 35% (rating of 4 or 5) among those who rate education as excellent or good to 6% of those who rate education as poor or very poor.

Those who feel taxes are about right or too low (38%) and those who chose to maintain programs over cutting taxes (32%) are more likely to be satisfied (rating of 4 or 5) with tax dollar management than respondents overall (27%).

Satisfaction with the management of tax dollars generally diminishes with age from 30% satisfied among 18 to 39 year olds to 23% of those 60 and older.

Tax Levels

After steadily increasingly over three waves of research, the number of residents who feel the school tax they pay is about right has tumbled 17 points to 43%, a level

2013

2011

2009

2004

13%

9%

12%

20%

11%

5%

6%

12%

37%

40%

38%

36%

21%

26%

22%

15%

6%

6%

5%

4%

Chart 9: Managing Tax Dollars

Very unsatisfactory Very satisfactory



not seen since 2004. Numbers for those who feel their taxes are too high have jumped 15 points to 46%, including 16% who feel they are much too high. Few people feel they are paying too little in taxes (5%).

Those who think school property taxes are about right are most likely to live in the South district (50%), be 18 to 39 (57%) and earn $80,000 or more (58%), compared to residents overall (43%).

Those who think school property taxes are about right are also satisfied with the WSD’s management of tax dollars (60%), feel the quality of education in WSD schools is excellent or good (50%) or have children in school (53%), compared to residents overall (43%).

The belief that school property taxes are generally too high increases with age, from 32% (‘much too high’ or ‘too high’) of 18 to 39 year olds to 57% of those 60 and over, but decreases with income, from 60% of residents earning $40,000 or less to 33% of those earning $80,000 or more.

The following sub-groups are also more likely to perceive that school property taxes are too high: not having children in a WSD school (51%), feeling the quality of education in the WSD schools is poor or very poor (67%) and being dissatisfied with WSD’s management of tax dollars (78%), compared to 46% of residents overall.

2013

2011

2009

2004

1% / 3%

<1% / 5%

1% / 3%

0% / 1%

43%

60%

52%

43%

30%

25%

26%

35%

16%

6%

10%

17%

Chart 10: Tax Levels Much too low / Too low About right Too high Much too high



Changes in Tax Levels

The perception that school property taxes have increased has almost doubled over the previous two waves of research. A majority of taxpayers believe the school portion of their property taxes has increased in the past two years (55%), 1% believes it has decreased and 18% feel it has stayed the same. About one in four respondents are unsure (26%).

Of the 240 respondents who believe the school portion of their property taxes has gone up in the last two years, about one in twenty feel it had risen 1%, almost four in ten feel it has risen 2% or 3% and three in ten feel it is up 4% or more. Twenty-eight percent (28%) were unsure.

Table 4: Changes in Tax Levels

2009 2011 2013

Increased 30% 29% 55%

Stayed about the same 35% 39% 18%

Decreased 3% 2% 1%

Don’t know 32% 30% 26%

The perception that school property taxes have increased over the past two years is greatest among those who feel their tax bill is too high (70%), those who prefer reducing taxes over maintaining programs (73%), those in the North district (70%) and residents who are 60 or over (64%), compared to respondents overall (55%).

The belief that school property taxes have gone up 4% or 5% is highest among those who are unsatisfied with the WSD’s management of tax dollars (34%), residents who feel the quality of education in WSD schools is poor or very poor (29%), respondents who feel taxes are too high (22%) and those who prefer reducing taxes over maintaining programs (23%), compared to residents overall (16%).

Priorities for the Winnipeg School Division

Six priorities have been tested over several waves of research and their comparative perceived importance has remained constant over time. In 2013 the overall importance of the top five priorities has dipped slightly while the desire for school property tax relief, although still the lowest priority, is up a small degree.

Providing a safe environment for students emerged as the top priority for the WSD, with 80% of residents giving a rating of 5 on a five-point scale. This is followed



by preparing students to be successful at college and university (61%) and providing programs that encourage students to become better leaders and citizens (55%).

The following table summarizes how residents have rated the importance of the WSD’s priorities over time.

Table 5: WSD Priorities

Important (extremely)

Priorities 2004 2009 2011 2013

A safe, secure environment for students. (2004 wording: Bring in programs to reduce bullying and violence in schools.)

81% (59%)* 93% (80%) 95% (80%) 93% (80%)

Prepare students to be successful at college and university.

NA 87% (62%) 88% (63%) 84% (61%)

Programs that encourage students to become better leaders and citizens.

NA 86% (59%) 84% (58%) 81% (55%)

Maintain existing school programs and services.

NA 74% (42%) 74% (43%) 70% (39%)

Use environmentally friendly products and practices.

NA 71% (39%) 73% (45%) 68% (41%)

Cut school property taxes. (2004 wording: Reduce the education portion of property taxes.)

37% (19%) 37% (21%) 34% (17%) 40% (22%)

*e.g. 81% gave a rating of 4 or 5 on a five-point scale of importance (important), while 59% of respondents gave a rating of 5 on the same scale (extremely important).

A safe, secure environment for students

This priority is considered important (ratings of 4 or 5) by more women (95%) than men (89%), and by more residents who favour maintaining programs over reducing taxes (95%) than those who do not (83%).

The perception that this priority is important increases with satisfaction with how the WSD manages tax dollars, from 86% of those who are unsatisfied to 97% of those who are satisfied.

Prepare students to be successful at college and university

This priority is more likely to be important to residents who favour maintaining programs over reducing taxes (86%, rating of 4 or 5) than those who do not (78%).



This priority is very important to more residents with a high school education or less (67%, rating of 5) or a college or technical school background (68%), than those with a university background (52%).

Providing programs that encourage students to become better leaders and citizens

The perception that this priority is important (rating of 4 or 5) increases with satisfaction in how the WSD manages tax dollars, from 63% of unsatisfied residents to 93% of those who are satisfied.

The perception that this priority is important (4 or 5) also increases as perceptions of the quality of education in WSD schools improves, from 65% among those who feel education is poor or very poor to 85% of those who feel it is good or excellent.

Those who regard their taxes as too high are less likely to regard this priority as important (73%) compared to those who feel their taxes are about right or too low (86%).

Less likely to regard this priority as important are those who favour reducing taxes over maintaining programs (60%) versus those who don’t (89%).

Maintain existing school programs and services

This priority is important (ratings or 4 or 5) to more residents in Wards 1 (73%) and 2 (72%), those in the North and South districts (72%) and women (76%), compared to residents overall (70%).

It is also important to more residents who are satisfied with the WSD’s management of tax dollars (85%), those who feel the quality of education in WSD schools is good or excellent (75%) and those who have children in WSD schools (82%), compared to residents overall (70%).

This priority is also regarded as important by more residents who feel their taxes are about right or too low (80%).

Use environmentally friendly products and practices

This priority is considered important (ratings of 4 or 5) by more women (77%) than men (58%), by those who favour maintaining programs over reducing taxes (74%) versus those who do not (47%), and by those who feel their children’s education is good or excellent (75%) compared to those who regard it as fair, poor or very poor (61%).

It is also important to more residents who regard the quality of education in WSD schools as excellent or good (70%) or fair (71%), and those who are



satisfied with the WSD’s management of tax dollars (84%), compared to residents overall (68%).

Cut school property taxes

This priority is considered important (ratings or 4 or 5) by more non-voters (46%) than residents overall (40%).

It is also important to more residents in Ward 3 (50%) and in the North district (55%), as well as those with high school or less (55%) and incomes of less than $40,000 (48%), compared to residents overall (40%).

Priorities for School Tax Spending

As in past waves of research, residents were asked to rate the importance of various areas for school tax spending, and their responses were generally consistent with past research.

Assisting children with learning problems and disabilities, and providing students with up to date text books and other resources in school, received the highest importance ratings with almost nine in ten rating them as important (ratings of 4 or 5 on a 5 point scale) (84% - 85%).

Programs that promote student understanding of social justice and environmental protection were rated important by 74% of respondents, while those that help new immigrant children in school, including English language training were seen as important by 73% of respondents.

Programs to address poverty (66%), those in Aboriginal education (66%), and building maintenance (66%) are considered important by two out of three respondents.



Table 6: School Tax Priorities

Important (extremely)

Priorities 2004 2009 2011 2013

Assisting children with learning problems and disabilities.

72% (42%)

86% (59%)

87% (59%)

85% (58%)

Providing students with up to date text books and other resources in school.

74% (41%)

87% (58%)

87% (56%)

84% (54%)

Programs that promote student understanding of social justice and environmental protection.

NA 73%

(40%) 77%

(45%) 74%

(46%)

Programs that help new immigrant children in school, including English language training (2004 wording: English as a second language and other programs to help new immigrant children in school.)

56% (29%)

79% (49%)

78% (45%)

73% (43%)

Programs that address the negative impact of poverty on student learning. (2004 wording: Programs to help children with difficulties in school from poor or unstable families.)

68% (41%)

69% (39%)

69% (41%)

66% (42%)

School building maintenance, heating and gasoline to run school buses.

50% (23%)

73% (36%)

72% (36%)

66% (38%)

Programs that improve Aboriginal education and the success of Aboriginal students in school.

NA 70%

(42%) 69%

(41%) 66%

(44%)

Residents who are dissatisfied with the WSD’s management of tax dollars, who feel their taxes are too high or who favour reducing taxes over maintaining programs, are less likely to regard any of these tax spending priorities as important, when compared to residents overall. In almost all instances, these differences are statistically significant.

Assisting children with learning problems and disabilities

This priority is regarded as extremely important (rating of 5) by more women (66%) than men (49%), and more residents with high school or less (69%) than those with higher education (53%).

It is also regarded as extremely important by fewer respondents as income rises, from 66% of those earning less than $40,000 to 49% of those earning over $80,000.



Providing students with up to date text books and other resources in school

This priority is extremely important (rating of 5) to more residents in Ward 3 (65%), compared to residents overall (54%).

This priority is also less likely to be important (rating of 4 or 5) to residents who regard the quality of education in WSD schools as fair (77%), compared to those who rated it excellent or good (88%) or poor or very poor (88%).

Programs that promote student understanding of social justice and environmental protection

Women are more likely to regard this priority as extremely important (51% assigned a rating of 4 or 5) than men (39%).

Those who feel the quality of education in WSD schools is poor or very poor are less likely to regard this priority as important (53%) compared to residents overall (74%).

Programs that help new immigrant children in school, including English language training

This is a lower priority among those who regard the quality of education in WSD schools as poor or very poor (48%) and those who regard their children’s education as fair, poor or very poor (68%), compared to residents overall (73%).

Programs that address the negative impact of poverty on student learning

This priority is more likely to be regarded as extremely important (rating of 5) by women (47%) than men (38%), and by those with a high school education or less (40%) or with a university education (48%), compared to those with a college or technical background (34%).

This is more likely to be regarded as important (rating of 4 or 5) by those who regard their children’s WSD education as excellent or good (71%) than those who feel it is fair, poor or very poor (64%).

School building maintenance, heating and gasoline to run school buses

This priority is regarded as important by fewer among those who see the quality of education in WSD schools generally as poor or very poor (48%), or who regard their own children’s education as fair, poor or very poor (57%), than among residents overall (67%).

Programs that improve Aboriginal education…

This priority is seen as extremely important (rating of 4 or 5) by fewer men (37%) than women (50%).



This priority is also regarded as important by fewer among those who see the quality of education in WSD schools generally as poor or very poor (39%), or who regard their own children’s education as fair, poor or very poor (47%), than among residents overall (66%).

Maintain or Reduce School Property Taxes

Presented with two scenarios to either maintain existing school property tax levels and programs, or reduce school property taxes at the expense of programs and classroom size, 72% of residents favour keeping school property taxes at their current level, down 9 point from 2011 and in line with responses in 2009 and 2004.

Reducing school property taxes was preferred by more residents who are dissatisfied with the way the WSD manages school property tax dollars (51%) or who feel their school property taxes are too high (40%), compared to residents overall (22%).

Of those who feel their school property taxes are too high, a greater number rejected a school property tax cut at the expense of programs and class sizes (45%) than opted for a school property tax cut (40%).

Women favour maintaining programs (79%) more than men (63%).

Choosing to maintain programs decreases with age, from 83% of residents 18 to 39, down to 62% of those 60 and over, while it increases with education,

2004

2009

2011

2013

73%

70%

81%

72%

20%

22%

16%

22%

Chart 11: Maintain or Reduce School Property Taxes

Reduce Taxes Maintain Taxes



from 63% of those with high school or less, up to 77% of people with a university background.

Top Priorities for Spending

Two main and somewhat related themes emerge when respondents who would like school taxes maintained at their current levels (N = 472) were asked the single most important thing any additional money from school taxes should be spent on.

Three quarters of responses related to either teachers and resources, or improvements in the quality of education, while a smaller, but growing, number focused on student behaviour and social issues.

The table on the following page summarizes all responses, and compares them to results in 2009.

Age is a factor in identifying priorities for additional spending in WSD schools. Support for initiatives to improve education or curriculum increases with age from 25% among 18 to 39 year olds to 38% of those 50 and over.

Support to address bullying and behavioural issues also increases with age, from 5% among 18 to 49 year olds up to 10% of those 60 and over.

Support for more or better teachers and resources diminishes with age, from 29% of 18 to 39 year olds to 14% of residents 60 and over.

Support for special programs is greatest among 40 to 49 year olds (18%), compared to 13% of residents overall.



Table 7: How To Spend Additional Tax Revenue

Quality of Education 2009 2011 2013

Provide/maintain/improve programs 3% 9% NA

After school/extra-curricular programs 4% 6% 2%

Improve basics, reading, writing, math/Language arts

9% 6% 7%

Sports 5% 5% 2%

Quality of education, general NA% 4% 4%

Improve curriculum NA% 4% 8%

Arts 3% 4% 3%

Job training, skills, readiness 1% 4% 4%

Science / technology / computers 3% 3% 3%

Learning disabilities / problems 2% 2% 3%

Augmenting Teachers and Resources

Up to date equipment, libraries, text books, resources

10% 9% 9%

Individual attention/help students/class size 8% 8% 7%

More teachers/staff 6% 8% 5%

Resources for special needs/social needs/Aboriginal programming

NA 3% 5%

Improve teaching/teachers 9% 3% 7%

Upgrade physical facilities/Infrastructure/school maintenance

NA 2% 4%

Improve principals/administration of schools 1% <1% 1%

Reduce parent fund raising/financial support 1% <1% <1%

Student Behaviour and Social Issues

Preventing violence and bullying 1% 3% 6%

Poverty 2% 3% 3%

Discipline/student behavior 2% <1% 1%

Immigration / EAL 2% <1% 1%

Other/Nothing/Unsure 27% 15% 16%



WSD Resident Connectivity

Internet Access

More than eight in ten residents surveyed have internet access at home (85%), while almost half have it at work (47%). One in four accesses the internet at public facilities (23%) and one in eight do not use the internet (13%).

More than eight in ten respondents have wireless internet access (83%), while 17% do not.

Devices Used for Internet Access

Desktop and laptop computers are the most widely used devices for accessing the internet, followed by phones and tablets.

There are no statistically significant differences among sub-groups regarding general internet access or the devices used to access the internet. There are some differences regarding wireless internet access.

The use of wireless internet increases with income from 72% of those earning less than $40,000 to 94% of those earning over $80,000.

Wireless internet access also diminishes with age from 94% of those 18 to 39, down to 70% of those 60 and over. Those without children (80%) are also less likely to have wireless access than those who do (90%).

Residents who feel their taxes are too high (77%) and who would choose to reduce taxes over maintaining programs (74%) are less likely to have wireless access than residents overall (83%).

Desktop computers

Laptop computers

Smart phones/cell phones

Tablets

77%

65%

48%

35%

Chart 12: Devices Used for Internet Access



Communications with WSD Residents

Most Common Sources of News

WSD residents who get most of their news and current events information from the television is up from 29% in 2011 to 39% in this wave of research.

Radio listeners continue to drop from 14% in 2009 and 12% in 2011 to the current level of 10%.

Internet readers have dropped 5 points to 28%, while newspaper readership is down 3 points to 21%.

Residents with children in WSD schools are more likely to get their news and current events from the internet (39%) or television (36%), while those without children in WSD schools turn to television first (40%).

Internet

Television

Newspapers

Radio

28%

39%

21%

10%

32%

29%

24%

12%

25%

28%

31%

14%

Chart 13: News Sources

2013

2011

2009



TV and the internet are the top two destinations for news and current events, but renters turn to TV in greater numbers (51%) than homeowners (34%), while homeowners go to the internet (30%) more than renters (22%).

Residents who feel their taxes are too high turn to TV more than the internet (44% vs. 23%), while those who feel their taxes are about right or too low are more likely to choose the internet over the TV (38% vs. 25%).

Ward 1 residents are most likely to go to the internet for news and current events (33%), while Ward 2 (32%) and Ward 3 (56%) are most likely to choose TV.

TV is the first choice of residents in the North district (54%), the Central district (34%) and the Inner City (48%), while the internet is the first choice of the most residents in the South district (32%).

The most common medium for news and current events for women is the TV (45%), while men turn to the internet (35%).

Looking for news and current events in newspapers increases with age, from 8% to 20% across the age cohorts. The same is true of television, from 25% to 45%. Looking online diminishes with age, from 56% to 11%. Choosing the radio is fairly steady across the ages but is highest among 40 to 49 year olds (12%) and lowest among 50 to 59 year olds (7%).

TV is the most frequent choice among those with a high school (55%) or college or technical background (43%), while the internet is the most frequent choice of those with a university background (35%).

TV is the most frequent choice among those earning less than $40,000 (47%) and less than $80,000 (40%), while the internet is the most frequent choice of those earning over $80,000 (41%).

Sources of Information about WSD and its Schools

Residents receive information about the programs and services offered by the Winnipeg School Division from a mix of sources. The top source is newspapers with almost one in four getting their information there, up 7 points to 23% since 2011.

Getting information from the radio (5%), television (11%) and students (5%) held steady in comparison to past years.

Use of school and Division newsletters is on the rise (16%), while the internet (11%), teachers and school staff (9%) and friends and family (15%) appear to be in decline.



Radio

Students

Teachers/School Staff

Internet

Television

Friends/Family

School/Division Newsletters

Newspapers

5%

4%

13%

8%

10%

18%

13%

25%

4%

5%

16%

13%

9%

17%

15%

16%

5%

5%

9%

11%

11%

15%

16%

23%

Chart 14: WSD Information Sources

2013

2011

2009



Age is a factor for residents accessing information about WSD programs. Getting information from newspapers increases with age (from 6% to 35% across the age cohorts), as does talking to friends, family and students (13% to 22%).

Turning to radio/television and the internet generally decrease with age from 40% among 18 to 39 years olds to 21% among 50 to 59 year olds, before rising slightly to 23% among those 60 and older. Using Division newsletters, teachers and staff also diminishes with age from 41% to 10% across the age cohorts.

Voters who always (29%) or usually vote (26%) turn to newspapers most often for divisional information, while ‘sometimes’ voters go to Division newsletters, teachers and staff most often (31%). Residents who indicate they never vote are most likely to look to radio, television or the internet.

Preferences for WSD Communications

Electronic communications remain the preferred method of receiving information about the WSD, mentioned by 34% of respondents, down 1 point from 2011 but significantly higher than in 2009.

Respondents who would like their information through school and Division newsletters is at its lowest level over three waves of research at 20%, but is still the second most frequently mentioned option.

Interest in getting information from newspapers (17%) and in the mail (11%) continues to slip, while all other options have held steady since 2011.

Those who don’t want information on WSD schools reached its highest level over three waves of research at 17%.

No statistically significant differences emerged among the sub-groups for this question.



Do not want info

Students

Teachers/School Staff

Friends/Family

Radio

Television

Mail

Newspapers

School/Division Newsletters

Internet/E-mail

15%

2%

3%

2%

7%

11%

13%

22%

23%

25%

9%

3%

4%

4%

6%

11%

19%

17%

27%

35%

17%

2%

3%

4%

7%

11%

11%

17%

20%

34%

Chart 15: Communication Preferences

2013

2011

2009

Documents

Parent and Taxpayer Survey Final Report Prepared for the