Schools

NH Education Department Seeks Feedback From Parents, Educators

Teachers, community members, parents are asked to share their views in the 603 Bridge Futures Survey; the survey is open through April.

The 603 Bridge Futures Survey is now underway for 2022.
The 603 Bridge Futures Survey is now underway for 2022. (NH DOE)

CONCORD, NH — The state department of education is requesting thoughts and opinions from parents, educators, and community members about the state of schools in New Hampshire.

The 603 Bridge Futures Survey runs through April 29 and allows three sets of community members to share their perspectives of and experiences with education.

The goal of the surveys, the department said, was to ensure schools were providing “high quality, rigorous learning experiences” that meet the needs of young learners and prepare them for college and careers. It also seeks to gather “actionable feedback around learning models, school climate, family and community engagement,” as well as other topics. Officials the data will give them the chance to understand the successes and challenges of the recent school year and plan for the upcoming school year, according to Frank Edelblut, the commissioner of the New Hampshire Department of Education.

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“Public input and feedback are crucial as we move beyond the COVID-19 pandemic, continue to address missed learning opportunities, and focus on the best pathways to help all students,” he said. “This survey will help us gain insight into various perceptions of school and district effectiveness. Throughout the past two years, we have received more than 75,000 valuable responses from constituents and educators from all across the state.”

The results of the survey will be published later on the department’s website.

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Survey Links

* “Community members” are those residents who do not have students enrolled in New Hampshire public schools.

Editor's note: I was director of communications for the New Hampshire Department of Education between April 13, 2018, and April 16, 2019.

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