how much math and science do today’s students need? atlanta

8/6/2019 How Much Math and Science Do Today’s Students Need? Atlanta

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1HOW MUCH MATH AND SCIENCE DO TODAY’S STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE

How Much Math and ScienceDo Today’s Students Need?How Parents in Atlanta See

the STEM Education Challenge

A Report from PUBLIC AGENDA

Based on research conducted and reported by

Jon Rochkind, Amber Ott, Jean Johnson and John Doble

with support from




1 According to the 2007 ACT College Readiness Report, out of the 1.3

million students who took the ACT that year, 72 percent did not surpass

the benchmark on the ACT Science Test and 57 percent did not meet

or exceed the benchmark on the ACT Math Test. See http://www.act.

org/news/releases/2007/ndr.html.2

on 2006 PISA Results, Issue Joint Statement,” Press Release 04

December 2007.

It is hardly news that most national, state and

local leaders see improving math and science

education as a top educational priority. From

Bill Gates to IBM’s Lou Gerstner to Secretary

of Education Margaret Spellings, business,

government and education leaders have

underscored the fact that the United Statesneeds more workers with advanced science

and engineering skills to compete effectively in

today’s global economy.

Will America’s students be ready?Many of these leaders are worried that American

youngsters don’t study enough biology, chemistry,

physics, algebra, geometry and calculus for

tomorrow’s jobs. Many are concerned that

American youngsters don’t

perform as well on internationalmath and science tests as

youngsters from countries that

compete with us economically.

Recent studies show that most

U.S. high school graduates are

not well-prepared for college-

level science and math courses.1

As former West Virginia governor and president

of the Alliance for Excellent Education Bob

Wise recently put it: “Being internationally

mediocre in the Olympics means only a loss of

national pride; [but being] mediocre in [math

and science] forecasts a loss of skilled jobs for

U.S. citizens.”2

So how do parents think about the challenge

of improving math and science education? Are

they aware of the kinds of skills the workers of tomorrow—their own children—will need? Do

they support the changes that will be needed

to ensure that American schools offer world-

class preparation in the science, technology,

engineering and math (STEM) sector?

Attitudes in Atlanta With the support and counsel of the GE Foun-

-

san research organization that

specializes in education issues,surveyed Atlanta parents with

children in public schools on a

variety of issues connected to

STEM education. This report

summarizes the results. The re-

search was conducted to help

Atlanta leaders understand

current parent attitudes as a starting point for

building strong support for high-quality STEM

education. In completing it, we recognize that

local education leaders often face a two-pronged

challenge. They must take on the critical task

of establishing strong curricula in the STEM

-

tive professionals to teach it. That in itself is

the added job of “bringing parents along.” If

parents do not grasp the need for new curricula

Introduction

If parents do not

grasp the need for

new curricula and

standards, they may

resist them.



4 HOW MUCH MATH AND SCIENCE DO TODAY’S STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE

and standards, they may resist them. If they do

know how quickly and dramatically the work

place is changing, they may still fail to encour-

age and support their children in taking chal-

lenging STEM courses. Ultimately, their chil-

dren may miss the chance to consider one of the

The Atlanta survey asked parents about the lo-

cal economy, job prospects for their children

and their sense of what children need to learn

in school today. Much of the survey focused spe-

-

ing the degree to which Atlanta parents share

leadership concerns. Public Agenda’s national

surveys of parents suggest that most see improv-

ing math and science education as a relativelylow priority.3 Nationally, concern about the

quality of math and science education in U.S.

public schools has actually declined since the

mid-1990s despite extensive press coverage of

concerns about its adequacy.

3“Reality Check 2006,” Public Agenda.

Please contact Amber Ott at Public Agenda

for additional information about this report:

Tel: 212.686.6610, Ext. 15

E-mail: [email protected]




Discussion:

Keys to enhancing parent support for high-quality

math and science education

Understanding the mindset that most Atlanta

parents bring to the issue of improving math

and science education can help local leaders

focus their communications and outreach on

the most important points. In many respects,

Atlanta leaders begin with a sound base of

parental interest, and the survey suggests some

themes and approaches that may have genuine

resonance with many parents.

But the survey also suggestssome distinct areas where

communications and outreach

need to be very tightly focused

to avoid missing their mark. As

we explain below, the research

shows that most parents are far

math and science education than

they are on the “big picture.”

Moreover, much of their thinking about what

their children need to learn grows out of their

own personal experience. To the degree that

their own work has been in traditional or non-

them. Unless they are senior managers, they

may not have thought much about what jobs

will look like ten or twenty years down the road.

Many may not have traveled abroad extensively;

some may not have any personal acquaintances

with advanced technical, engineering, math orscience degrees.

Here are some points to consider:

1. Try to focus on the most important

issues for Atlanta parents—not on what

conventional wisdom often assumes

about parents in general.

Most Atlanta parents understand that American

students are behind in science and math

achievement, and relatively few buy into the

stereotypical thinking that often worries leaders.

Most don’t think good science and math students

are “nerds” or destined to be unpopular. Very

few think excelling at science and math is some

kind of natural gift that only some students have.

Most parents would be quite

comfortable with their child

pursuing an advanced scienceor math career if that’s what

the child wants. Consequently,

devoting a lot of time and

attention to these points may

not be the most important

communications investment.

2. Help parents understand

exactly what kinds of

courses and skills will be

needed for advanced science and math

careers, and the more concrete the

message, the better.

Most Atlanta parents endorse the general idea

of more “advanced” science and math, but their

understanding of what that actually means is

hazy. For example, majorities support the idea of

more “advanced science,” but relatively few see

physics as something absolutely essential. Parents

and outreach that help parents grasp the genuine

to help parents understand the importance of

students succeeding in algebra—a course that

is considered “absolutely essential” by over half

of parents—suggests that this approach can

be useful.

The research shows

that most parents are

far less sure about

the specifics of what

qualifies as a world-

class math and

science education

than they are on

the “big picture.”




3. Help parents move beyond their own

personal experience.

Since most parents seem to rely on their own

education as a guide to what their children

should learn, many just may not understandhow important and valuable courses like physics

and calculus will be to their child in the future.

And since many parents are relying on their own

personal work experience to guide their thinking

about jobs and careers, they may not understand

the trends concerning so many business and

education leaders. They may be unaware of

the looming shortage of engineers as the baby

boom generation retires, or

the spread of technology

into virtually every aspect of business, manufacturing and

government or the impressive

educational prowess of some of

our international competitors

or even the fundamental role

of having a well-educated work

force in ensuring American

prosperity. Many parents

business and education leaders reach out to

them to explain these important trends.

4. Reassure parents on the fundamentals,

being handled well.

The research shows that many parents are

concerned about the broad array of challenges

facing public schools and continue to fear that

some students are not even learning basic math

and science—much less more advanced subjectslike calculus and physics. These concerns may

be overblown, and they may be based on an

inaccurate grasp of the facts, but that doesn’t

mean they are unimportant. Parents need to

be continually reassured that basic elements of

good schooling are being handled effectively.

This would range from the most elemental

areas—having schools that are orderly, safe

and focused on learning—to academic issues,

such as ensuring that all students have a good

command of the English language and basic

math. As we discuss later, for Atlanta parents,

this clearly includes being able to do basic

math by hand. Most parents don’t dismiss the

math and science class, but they want to know

that students can also perform basic functions

imagine how students could learn advanced

subjects like physics if they can’t add without a

calculator and/or if their schools are rowdy and

teachers are distracted. Reassuring parents on

these fundamentals will allow

them to comfortably move on

to other challenges.

5. Don’t assume parents

see the same progress that

leaders do. Take the time to

tell them when and where

progress is being made.

Public Agenda’s work in a

number of areas shows that the

public often doesn’t see progress in the same way

that leaders do, and people often continue to be

very concerned about problems even though

substantial improvement is taking place. This

is an important issue in public education where

parents may not be monitoring the schools’

overall progress on a regular basis. What’s more,

just because advances have been reported in the

the good news has fully trickled down to all

parts of the public. For example, New York City

residents continued to believe that crime was onthe rise and that their city was very unsafe long

after crime rates were dropping substantially. It

took a number of years before New Yorkers were

reassured that subways and sidewalks were safe

at night, even though the city boasts one of the

lowest crime rates among major metropolitan

areas. Only after they heard the news over and

over again did they begin to really believe it.

Most Atlanta parentsendorse the general

idea of more

“advanced” science

and math, but their

understanding of

what that actually

means is hazy.




6. Consider taking the bull-by-the-horns.

Many parents seem to be looking for

guidance on what their children need.

The results from this survey suggest that many

Atlanta parents do not understand what acentral role math and science play in a world-

class education today, but they

also show themselves to be

surprisingly open to some robust

ideas about how to address the

situation. Most, for example, say

that students should take four

years of science and four years

of math, and most rejected the

idea that students shouldn’t

learn something unless it’sutterly clear that they will use it

in the future. There is receptivity

to the idea that a strong science

and math education is an asset for all. Indeed,

our interpretation is that many parents—maybe

even most parents—genuinely want guidance

from leaders in education and business on what

their children need to learn. Relatively few are

close-minded or dead set in their views about

what their children need to study. This means

that there is an opening for local leaders to

lead and that enhanced communications and

outreach could be very effective.

7. Enlist the attentive third.

Compared with other communities that Public Agenda has studied, Atlanta has a larger group

of parents that are strongly

committed to the key elements

of a world-class education—

strong science and math skills,

foreign languages, etc. This

is a built-in constituency and

a potentially valuable asset.

These parents could serve

as effective spokespeople,

organizers and volunteersboth within the schools and

with state and city government

and other elements of the

community. Thinking about ways to capitalize

on this group’s energy and sophistication

could prove a sound communications and

outreach investment.

In the following pages, we highlight the chief

survey results beginning on page 23.

Compared with

other communities,

Atlanta has a larger

group of parents

that are strongly

committed to the

key elementsof a world-class

education.




Most Atlanta parents know that American students lag behind math and science achievement,

and most make a strong connection between a good math and science education and goodcareer opportunities. Many even see strong math and science education as an asset to the

community overall—one that could attract more businesses to the Atlanta area.

Over 6 in 10 Atlanta parents (66 percent) say the United States is “far behind” other countries in

teaching our children math and science.

Eighty-seven percent agree that it is more important now than ever before for students to take

advanced math and science courses to meet the demands of a changing economy, with a healthy

majority (62 percent) agreeing “strongly.”

More than 9 in 10 (91 percent) say that students with advanced math and science skills have a“big advantage” when it comes to better work and college opportunities.

Sixty-three percent of Atlanta parents think more companies would move into the area if it had

a reputation for workers with “great science and math skills.”

Even in times of economic anxiety, 43 percent of Atlanta parents say there are plenty of jobs

available for those who have good math and science skills.

Finding 1:

Atlanta parents already see the big picture




Percent of Atlanta parents who say:

Atlanta parents see the need for strong math and science education

Even if students don’t use math and science after high school, the subjects can teach them

critical thinking skills that will help them following graduation

Students with advanced math and science skills will have a big advantage when it comes

to work and college opportunities

In order to meet the demands of a changing economy, it is more important that ever for students

to take advanced math and science courses

Many more companies would move into your area if it had a reputation for workers with great

science and math skills

It is crucial for most of today’s students to learn higher-level math skills, like advanced

algebra and calculus

The United States is far behind other countries when it comes to educating its young people

in science and math

There are plenty of good jobs available in their community for those who have good math

and science skills

66%

69%

43%

76%

71%

62%

63%

Percent of Atlanta parents who strongly agree:




Most Atlanta parents endorse the idea of “higher-level learning” in math and science, but many

fail to understand exactly what that means. In fact, their concerns about math and science

education generally focus on having all students learn basic skills, rather than having many more

students take advanced courses. Most parents consider their own children’s math and science

current math and science standards is that they see their own children covering material that

seems much more challenging than what they themselves studied when they were in school. In

some ways, looking over their children’s homework seems to have given many Atlanta parents

a false sense of security.

Nearly 7 in 10 Atlanta parents (69 percent) say it is “crucial” for students to learn “higher-levelmath,” and 59 percent say the same for “higher-level science.”

mentioned. Just 36 percent of parents consider understanding “higher-level math like calculus”

absolutely essential for students to learn.

Only 37 percent see learning “advanced sciences such as physics” as absolutely essential.

In contrast, nearly 9 in 10 parents see reading, writing (89 percent) and basic math (88 percent)

as absolutely essential; large majorities also see “being punctual, respectful of others and

absolutely essential.

The lukewarm support for more advanced math may stem in part from their concern that

too many students aren’t even getting the basics. Over half of Atlanta parents (58 percent) are

concerned that “students today are not really learning basic math.”

The vast majority of Atlanta parents consider doing basic math by hand a top priority. In fact,

more than three-quarters of Atlanta parents “strongly” agree (77 percent agree strongly, 17

percent somewhat) that being able to do basic math without a calculator is “very important.”

In some respects, parents may have a false sense of security about what their children are learning because it seems more complicated and challenging than what they themselves learned in school.

Nearly 7 in 10 (69 percent) say the math their children are learning is harder than what they

studied in school; 58 percent say the same about the science their children are learning.

This is an area where parents often relied on their own life experiences to back up their judgments.

Most immediately saw usefulness—indeed the necessity—of learning basic math. An Atlanta

mother said, “If you’re going to be a successful adult—and by successful, I don’t mean a millionaire;

Finding 2:

Parents don’t necessarily know what “advanced”

and “high level” mean




I mean an adult who’s independent, who can take care of themselves and have a nice, basic life—

you’ve got to be able to balance your checkbook, pay your bills and take care of those basic math

things.” But their own personal experiences also led many to see STEM skills optional, or at least

not a top priority. A father said: “In all the years after high school, I have not used any algebra at

all for what I do.”

Do you think the following is essential for students to learn before they graduate high school?

Parents say reading, writing, arithmetic and good work habits are “absolutely essential” for

students to learn, but considerably fewer parents say advanced math and science are essential

Absolutely essential Important, but not essential

Making sure students learn basic reading and writing skills

Having basic math skills

Being punctual, respectful of others and finishing work on time

Being able to work well as part of a team

Knowing how to utilize modern technology

Understanding basic scientific ideas and principles

Being able to use concepts taught in algebra

Understanding advanced sciences like physics

Understanding higher-level math like calculus

Knowing how to speak a foreign language

36% 91%55%

37% 93%56%

54% 95%41%

43% 92%50%

100%89% 12%

88% 100%12%

85% 100%15%

79% 99%20%

78% 100%22%

63% 96%33%




Most Atlanta parents reject the old chestnuts that students who excel in math and science are

“boring” and that ability in these subjects is “something kids are mostly born with.” Most

intriguing or an exceptional opportunity for the future. In Public Agenda’s work on this issue

in Atlanta and other areas, parents often seemed unaware of the degree to which the needs

of the work force are changing and of the predicted talent shortages in engineering and other

may be in the coming years. They also seemed only nominally aware of the degree to which

sophisticated grasp of science, math and technology.

Less than a third of Atlanta parents (29 percent) say that students who excel in math and sciencetend to be less popular; 64 percent reject that view.

Just 13 percent say that math and science ability is “something kids are mostly born with;” 83

percent say this is something that can be learned in school.

Only a quarter of the parents (25 percent) say that they themselves would be unhappy if their

child pursued an advance science or math career.

Even so, most Atlanta parents value the idea of being well-rounded. A solid majority (56 percent)

say that students who are well-rounded but not very strong in math are more likely to end up with

a high-paying career.

A substantial number (44 percent) don’t think doing well in math and science is any more important

than doing well in other subjects.

Finding 3:

It’s fine for those who like it




Although they acknowledge the growing importance of math and science education overall,

right now at least, relatively few Atlanta parents are calling for their own children’s schools toplace more emphasis on math and science, and about 4 in 10 fear their own child would be

“really unhappy” in a math or science job. Although this is not a majority of parents—and as

noted earlier, the parents themselves don’t seem to have major objections to a math or science

already somewhat sour on science and math. The good news is that the parents’ don’t seem to

have closed the door entirely. About half say many students dislike math and science because it

seems irrelevant to their lives, and three-quarters think it might help a lot if local businesses got

more involved in helping students understand the skills they will need in the work place.

Just 34 percent of Atlanta parents say their own child’s school should be teaching more math and

science.

Less than half want their child’s school to put more emphasis on math (43 percent) or on science

(40 percent). In contrast, 53 percent want their child’s school to put more emphasis on English

and writing and 56 percent want more emphasis on computers.

Forty-one percent of Atlanta parents believe their child would be “really unhappy” in a job that

required a lot of math or science, with 1 in 5 saying they believe this “strongly.”

About half (51 percent) think students often dislike math and science because they see these

subjects as irrelevant to their lives.

Nearly three-quarters (74 percent) say that creating partnerships with local businesses so students

would understand the skills needed in the workplace would help “a lot” to improve math and

science education at their child’s school.

Finding 4:

It’s all right now




Overall, most parents give teachers in the STEM subjects very good marks. Most say their

children were well prepared for high school math and science when they came out of middleschool. For parents who expect their children to go to college, most predict their child will

have the skills to succeed in college science and math. But there are a couple of warning signs

amid this overall positive appraisal. About half of Atlanta parents say their own child’s current

teachers in science and math are “average” rather than being “especially good.” And among

parents whose children aren’t going to college, over half say they just don’t know whether their

youngsters will have the skills they need for jobs or not.

Atlanta parents give their children’s math teachers high marks in many areas; healthy majorities

say that the teachers are “mostly succeeding” in showing that math is “relevant and important”

(76 percent), making sure children are ready for college-level math (71 percent), getting students

excited about learning math (65 percent) and helping struggling students keep up (65 percent).

Science teachers get similarly high marks. Healthy majorities say that their child’s teachers are

“mostly succeeding” in showing that science is “relevant and important” (71 percent), making sure

children are ready for college-level science courses (70 percent), getting students excited about

learning science (63 percent) and helping struggling students keep up in science (56 percent).

Most say teachers are mostly succeeding in helping students use cutting-edge technologies (68

percent) and learning important computer and technology skills (64 percent). Six in ten say

schools are mostly succeeding in having up-to-date, well-equipped science labs.

Asked why some students do poorly in math and science, half of parents (51 percent) say it’sbecause the students think the subject are irrelevant; just 38 percent say it’s because there are not

enough really good math and science teachers.

Over half of high school parents say their children were well-prepared for high school science (55

percent) and high school math (55 percent) when they left middle school.

Large majorities of high school parents whose children are college-bound expect them to be well-

prepared for college-level science (70 percent) and math (74 percent).

Unfortunately, parents who do not expect their children to go on to college are much less secure

about their preparation; 57 percent say they don’t know whether their children will have the skillsfor the workplace or not.

Another cautionary note is that the parents’ ratings for their own children’s current teachers

are somewhat less stellar: 41 percent say their child’s current math teacher is “especially good,”

but 48 percent say he or she is “average.” Likewise, 38 percent say their child’s current science

teacher is “especially good,” but 51 percent say he or she is “average.”

Finding 5:

Teachers are fine and my kids are on track, but …




Whatever concerns Atlanta parents have about the quality of math and science teachers, they

it would help a little and 37 percent think it would do nothing at all to improve the situation.




Worry about how well public schools are doing overall—whether they are based on fully accurate

information or not—sometimes blunt parents’ focus on the math and science challenge. Many

parents are worried about whether youngsters are learning basic math, so to them, the idea of

promoting more advanced coursework can seem like a secondary goal. Similarly, large numbers

of parents believe that social problems and student behavior are more serious issues for Atlanta

the system’s challenges, and much of their focus on math and science zeroes in on helping

struggling students bring their skills up to par as opposed to pushing all students to higher levels

of learning.

When they focus on the public schools overall—as opposed to the education their own child isgetting—over half of Atlanta parents (54 percent) believe they need to be doing better.

Much of parents’ focus is on the social problems facing local schools rather than the academic

ones. Fifty-four percent of Atlanta parents say that “social problems and kids who misbehave”

are a more pressing problem for local high schools than “low academic standards and outdated

curricula” (33 percent).

Consequently, they are split about what the system’s top priority should be: 35 percent want to

reduce class size, 27 percent would improve math and science education, 18 percent would up

teacher pay and 16 percent want the top priority to be universal pre-school.

Even when they focus on their own child’s schools, Atlanta parents are split on what the top priority

should be; 40 percent would opt for improving math and science education, but 37 percent say

Over half of Atlanta parents (58 percent) are concerned that “students today are not really

learning basic math.”

The level of concern about whether students are learning “basic math” is underscored by Atlanta

parents’ views on using calculators in math class. The vast majority of Atlanta parents (77 percent)

consider learning to do basic math by hand as very important, with more than three-quarters

agreeing with this idea “strongly.” They don’t object to calculators entirely; over half (57 percent)believe that having students use calculators so they can concentrate on math concepts would help

math education “a lot”.

Solutions that zero in on helping students who are failing or struggling with science and math

classes would improve the situation a lot; 60 percent back requiring them to study these subject

in the summer; 53 percent believe that grouping students with other of similar ability would also

help a lot.

Finding 6:

Other issues can crowd out concerns about

higher-level math and science




In contrast, just 43 percent want all students to pass a “challenging” test in math and science for

graduation, and even fewer like the idea of extending the school year a month to make sure all

students fully master the curricula.




Given the widespread view that their children don’t need to study more math and science (and

for many, the concern that their own child might be unhappy in a science or math career), Atlanta parents are surprisingly open to upping graduation requirements in this area. Large

numbers say all students should take math and science all four years of high school, and about

half reject the idea that students shouldn’t have to study these subjects just because they won’t

use them as adults. Some parents may not be envisioning a curriculum that ventures into calculus

and physics during the four years; some may be envisioning a more repetitive or limited course

of study where the four years are used mainly to ensure that all students master basic math and

science. But in many respects, parents seem to be looking to schools and educators for guidance.

They know their children need skills that will serve them well in the work force of the future.

What would this encompass? Many parents are looking to schools to set the standards.

Surprisingly perhaps, 8 in 10 Atlanta parents (80 percent) say every student should take four yearsof math and four years of science in high school.

Three-quarters (76 percent) agree that students will learn “critical thinking skills” from studying

these subjects even if they don’t use them after graduation.

Most (63 percent) reject the idea “requiring students to take advanced math classes” is not needed

because most don’t use them later.

The parents are split on whether “requiring students to take advanced science classes” in needed

even if students don’t use the knowledge later: 47 percent say that the courses aren’t needed

because don’t use the knowledge later, but 50 percent reject that idea.

Most Atlanta parents (59 percent) say they think that having “a national curriculum in math and

science so that schools everywhere teach the same topics” would improve education in their own

school classes would also help students “a lot.”

Finding 7:

Maybe it’s okay to make them study it




Would you say that the following would improve math and science education in your child’s school?

Parents think math and science education would improve with real-world work opportunities,

and many support a national math curriculum

A lot A little

Having local businesses provide internships and other partnership programs to expose high school

students to the workplace so they can acquire job skills

Making students who are failing math and science attend classes after school to catch up with the

rest of the class

Establishing national curricula in math and science so that schools everywhere teach the same topics

Encouraging students to rely more on calculators so that they can concentrate on math concepts

instead of doing math by hand

Putting students in classes according to their ability, so that fast learners are together in one class

and slower learners are together in another

94%74% 20%

90%65% 25%

85%59% 26%

89%57% 32%

74%53% 21%

Requiring students to pass challenging tests in math and science in order to graduate

75%43% 32%

Requiring students struggling with math or science to take summer school in those subjects

75%43% 32%

Extending the current school year by one month to ensure that all students fully understand the

math and science curricula

63%38% 25%

Paying math and science teachers more than English and social studies teachers because those




More than a third of Atlanta parents qualify as what might be termed “cutting edge” in their

views about education. They see advanced study in math and science—along with foreignlanguages—as critical world-class skills that are essential in today’s world. While the majority of

parents may not see education in this light, these numbers represent a substantial and potentially

Over half of Atlanta parents (54 percent) consider being able to use algebraic concepts “absolutely

essential” for student to learn before they graduate.

Substantially more than a third consider advanced sciences like physics (37 percent) and higher

level math like calculus (36 percent) also “absolutely essential.”

Forty-three percent also say that knowing how to speak a foreign language is “absolutelyessential.”

Notably fewer parents in the Kansas City metropolitan area and Erie, Pennsylvania thought the

advanced math and science or foreign languages were “absolutely essential.”

Atlanta parents are also more likely to agree that advanced math and science skills are

crucial in today’s changing economy (62 percent of Atlanta parents versus 50 percent in Erie

agree strongly).

Finding 8:

There’s a group of potential cheerleaders and backers




Percent who say that the following is “absolutely essential” for students to learn before they graduate

high school:

Considerably more Atlanta parents say advanced math and science and foreign language skills

are essential

Knowing how to speak a foreign language 43% 32% 20%

Understanding advanced sciences like physics 37% 26% 24%

Undertanding higher level math like calculus 36% 28% 22%

Atlanta Kansas City Erie

Do you agree that in order to meet the demands of a changing economy, it is more important than ever

for students to take advanced math and science courses?

Atlanta parents are also more likely to believe that advanced math and science is crucial for

success in today’s economy

Strongly agree Somewhat agree

Atlanta

87%

26%

62%

Erie

83%

33%

50%




Do Today’s Students Need?” are based on 400

telephone interviews with a sample of parentsin Atlanta, Georgia whose child is currently

Interviews were conducted between October 1

and October 28, 2007. The survey was preceded

by four focus groups with parents and teachers.

This research is part of a series of Public

Agenda surveys on math and science education.

education study (see the report: “Reality Check

2006,” Public Agenda.), this survey aimed toexplore the issues in greater depth. Similar

work has also been conducted in Kansas and

Missouri (see: “Important, but Not for Me,”

Public Agenda 2007.) and Erie, Pennsylvania

(report forthcoming).

The telephone survey

Do Today’s Students Need?”are based on 400

telephone interviews with a sample of parents

in Atlanta, Georgia whose child is currently

The margin of error for this study is ± 4.9

level. The survey was translated into Spanish,

and Hispanic respondents were given the choice

of an English or Spanish interviewer. Sampling

was supplied by Survey Sampling International

and was drawn at random from their database.

This study used a mixed sample of 70 percent

listed and 30 percent random digit dial samples.

Statistical weighting was designed from United

States Census Bureau statistics, as all samples

were drawn at random in proportion to each

city’s population.

Respondents were asked over 50 items relating

to math and science education. The survey

also included screener questions to ensure our

respondents were indeed parents of students in

the survey participants and closed-ended

opinion questions.

As in all surveys, question-order effects and

other non-sampling sources of error cansometimes affect results. Steps were taken to

minimize these issues, including pretesting

the survey instrument and randomizing the

order in which some questions were asked.

The survey instrument was designed by

Public Agenda, and Public Agenda is solely

responsible for all analysis and interpretation of

the data.

The focus groups

Focus groups allow for an in-depth, qualitativeexploration of the dynamics underlying the

public’s attitudes toward complex issues.

Insights from participants in these focus groups

were important to the survey design, and actual

quotes were drawn from the focus groups to give

voice to attitudes captured statistically through

the surveys. All focus groups were moderated

by Public Agenda senior staff. Two focus groups

were conducted in Atlanta—one group with

parents and one group with a mix of math,

science and other teachers.

Methodology




telephone interviews with a sample of parents in Atlanta, Georgia whose child is currently attending

The survey was preceded by four focus groups with parents and teachers.

Full Survey Results

1 All in all, would you say things in your community are heading

in the right direction or are they off on the wrong track?

Right direction 64

Wrong track 25

Don’t know 10

2 What do you think is the most important problem facing

your community today?

Crime/violence 19

Drugs/alcohol 13

Education/quality of education 13Economy/budget 3

Lack of jobs/unemployment 3

School/educational funding 2

Health care/lack of affordable health care/insurance 1

Overcrowding/increasing population/overgrowth 5

High taxes 1

Gangs 3

Illegal immigration 2

The lack of economic development/industry 1

Overdevelopment/overbuilding 2

The lack of affordable housing 1

3

Government/politics 2

The lack of parental control/supervision 2The lack of youth recreation/recreational activities 3

Public safety/security 2

Poverty/homelessness 1

Infrastructure/roads/sewage 2

The lack of water/water shortage 4

The environment/pollution/trash 2

The breakdown of the family 2

Out of control children/teenagers 5

Lack of connection in the community 2

High gas prices *

None/no concerns 6

Other 12

Don’t know 4

3 Thinking now about job opportunities where you live, would you say

there are plenty of good jobs available or are good jobs difficult to find?

Plenty of good jobs available 33

50

Lots of some jobs, few of others (Vol.) 7

Don’t know 8

Atlantan=400

(%)

to rounding. Combining answer categories may produce slight discrepancies between the numbers in these survey results and numbers in the report.




5 Thinking now about job opportunities for people where you live,

what about for people who have GOOD MATH AND SCIENCE SKILLS,

would you say there are plenty of good jobs available or are good jobs

difficult to find?

Plenty of good jobs available 43

41

Lots of some jobs, few of others (Vol.) 4Don’t know 12

6 Would you say that generally speaking, the schools in your community

are doing a good job preparing students to be successful as adults,

or do they need to be doing a lot better?

Doing a good job preparing students 44

They need to be doing a lot better 54

Don’t know 2

7 Do you think the most pressing problems facing the high schools

in your local community more likely come from … ?

Social problems and kids who misbehave 54

Low academic standards and outdated curricula 33Don’t know 11

8 Suppose your community got extra money to spend on its schools

and you were asked to help decide how to spend that money.

Would you prefer the money go toward … ?

Reducing class size 35

Making pre-school available to all children 16

Improving math and science education 27

Paying teachers more 18

Don’t know 3

9 As far as you know, do you think that the United States is well ahead

of other industrialized countries when it comes to educating its youngpeople in science and math, is the United States far behind or is it

about the same?

Well ahead of other countries 7

Far behind other countries 66

About the same 21

Don’t know 5

10 Here are some things the schools may or may not need to teach students

before they are done with high school and go out into the real world.

Making sure students learn basic reading and writing skills

Absolutely essential 89

Important, but not essential11

Not important –

Don’t know –

Knowing how to speak a foreign language


Important, but not essential 50

Not important 6

Don’t know 1

Atlantan=400

(%)




10 (continued) Here are some things the schools may or may not need

to teach students before they are done with high school and go out

into the real world.

Understanding basic scientific ideas and principles



Not important 1

Don’t know 2

Understanding advanced sciences like physics



Not important 5

Don’t know 2

Having basic math skills



Not important –

Don’t know –

Understanding higher-level math like calculus



Not important 7

Don’t know 2

Being punctual, respectful of others and finishing work on time



Not important *

Don’t know –

Being able to work well as part of a team



Not important 1

Don’t know –

Being able to use concepts taught in algebra



Not important 3

Don’t know 2

Knowing how to utilize modern technology



Not important *

Don’t know –

Atlantan=400

(%)




12 Do you agree or disagree with the following statements?

Students today are not really learning basic math

Strongly agree 35

Somewhat agree 23

Somewhat disagree 17

Strongly disagree 22

Don’t know 3

Many more companies would move into your area if it had a reputation

for workers with great science and math skills

Strongly agree 33

Somewhat agree 30



Don’t know 9

The students who are strong in math and science tend to be less popular

Strongly agree 15

Somewhat agree 14

Somewhat disagree 20Strongly disagree 44

Don’t know 7

Students with advanced math and science skills will have a big advantage

when it comes to work and college opportunities

Strongly agree 71

Somewhat agree 20

Somewhat disagree 4

Strongly disagree 3

Don’t know 2

I would be really unhappy if my child’s career required advanced

math or science

Strongly agree 13

Somewhat agree 12



Don’t know 3

Requiring students to take advanced math classes in high school is not

really needed because most students never use it and do not remember

what they learn

Strongly agree 17

Somewhat agree 18


Strongly disagree40

Don’t know 2

Requiring students to take advanced science classes in high school

is not really needed because most students never use it and do not

remember what they learn

Strongly agree 21

Somewhat agree 26



Don’t know 2

Atlantan=400

(%)




12 (continued) Do you agree or disagree with the following statements?

Doing well in math and science courses is no more important than

doing well in other subjects

Strongly agree 24

Somewhat agree 21


Strongly disagree 35Don’t know 1

Every student should take four years of math and four years of science

in high school

Strongly agree 59

Somewhat agree 21


Strongly disagree 6

Don’t know 1

Even if students don’t use math and science after high school,

the subjects can teach them critical thinking skills that will help them

following graduation

Strongly agree 76

Somewhat agree 17

Somewhat disagree 3

Strongly disagree 3

Don’t know 2

In order to meet the demands of a changing economy, it is more important

than ever for students to take advanced math and science courses

Strongly agree 62

Somewhat agree 26

Somewhat disagree 9

Strongly disagree 2

Don’t know 2

It is very important that students really learn how to do basic math

problems by hand without using calculators, because the skills they

develop are important in later courses

Strongly agree 77

Somewhat agree 17

Somewhat disagree 4

Strongly disagree 3

Don’t know –

13 Do you think that ability in math and science is something kids are

mostly born with or is it mostly something kids can learn in school

and develop with experience? Something kids are mostly born with 13

Something kids can learn in school and develop with experience 83

Don’t know 3

Atlantan=400

(%)




14 There are many reasons that students might do poorly in math and science.

Of these two statements, please tell me which better explains why students

may do poorly in math and science. Would you say it is because …

There are not enough really good math and science teachers 38

Students think these subjects are irrelevant to their lives 51

Neither 6

Don’t know 4

16 And of these two statements please tell me which statement better

explains why students may do poorly in math and science. Would you

ay it is because …

Many students simply lack the discipline and focus to do well in these

kinds of subjects 49

Most parents do not expect their kids to do well in these subjects 35

Don’t know 13

17 Which comes closer to your view?

Most students don’t need to study higher math skills like advanced algebra 26

It is crucial for most of today’s students to learn higher-level math 69

Don’t know 4

19 Which comes closer to your view?

Most students don’t need to study higher-level science like physics 37

It is crucial for most of today’s students to learn higher-level science 59

Don’t know 4

21 If you had to choose, which student would you say is more likely

to end up with a solid career that pays well?

The student who is very strong in math and science, but not in other areas 35

The student who is educationally well-rounded, but not very strong in math 56

Don’t know 8

22 The next set of questions is about your child currently in grades 6-12.

Is that child male or female?

Male 48

Female 52

23 Is your child’s school an:

Elementary school 13

Middle 36

High school 50

Not applicable 1

Don’t know *

24 Do you think that your child’s school should be teaching him/her a lot

more math and science, less or are things fine as they are?

More math and science 34

Less math and science 2

60

Don’t know 3

Atlantan=400

(%)




25 Which comes closer to your view about your child’s school?

The school has much more basic problems to solve before they can start

worrying about improving math and science education 37

The school needs to improve math and science education as quickly

as possible—it cannot afford to wait 40

15

Don’t know 7

26A Thinking back to when your child entered high school from middle

school, did you feel he/she had the science skills to be well prepared

for high school work, or do you feel he/she was somewhat prepared

or poorly prepared?

Well prepared 55

Somewhat prepared 35

Poorly prepared 10

Don’t know *

26 Did you feel your child has the science skills to be well prepared

for high school work, or do you feel he/she is somewhat prepared

or poorly prepared?

Well prepared 39


Poorly prepared 10

Don’t know 1

27 Thinking back to when your child entered high school from middle school,

did you feel he/she had the math skills to be well prepared for high school

work, or do you feel he/she was somewhat prepared or poorly prepared?

Well prepared 55


Poorly prepared 8

Don’t know *

28 How likely is it that your child will attend college after graduating

high school?

Very likely 78

Somewhat likely 19

Not too likely 2

Not at all likely 1

Don’t know *

29 When your child graduates from high school, will he/she have the MATH

skills needed to succeed in COLLEGE, or will he/she lack these skills

or are you not sure?

Yes, child will have skills to succeed in college 74

No, child will not 4Not sure 22

Don’t know –

30 When your child graduates from high school, will he/she have the SCIENCE

skills needed to succeed in COLLEGE, or will he/she lack these skills or

are you not sure?

Yes, child will have skills to succeed in college 70

No, child will not 3

Not sure 27

Don’t know *

Atlantan=400

(%)




31 When your child graduates from high school, will he/she have the skills

needed to succeed in the WORKPLACE, or will he/she lack these skills

or are you not sure?

Yes, child will have skills to succeed in work world 30

No, child will not 15

Not sure 55

Don’t know –

32 Overall, would you say your child’s teachers are mostly succeeding

or mostly failing when it comes to … ?

Getting excited about learning math

Mostly succeeding 65

Mostly failing 21

Somewhere in between 9

Don’t know 5

Getting excited about learning science


Mostly failing 21

Somewhere in between 8Don’t know 6

Showing your child that math is relevant and important in the real world


Mostly failing 14


Don’t know 4

Showing your child that science is relevant and important in the real world


Mostly failing 15


Don’t know 10

Teaching students how to make the most of cutting-edge technologies


Mostly failing 19


Don’t know 6

Helping struggling students keep up in math


Mostly failing 16


Don’t know 12

Helping struggling students keep up in science


Mostly failing 20


Don’t know 16

Atlantan=400

(%)




32 (continued) Overall, would you say your child’s teachers are mostly

succeeding or mostly failing when it comes to … ?

Making sure your child is ready for beginning college-level math


Mostly failing 12


Don’t know 8

Making sure your child is ready for beginning college-level science


Mostly failing 16


Don’t know 9

33A Overall, would you say your child’s school is mostly succeeding

or mostly failing when it comes to … ?

Having science labs that are up-to-date and well-equipped


Mostly failing 19


Don’t know 14

Having teachers and equipment that can help students learn all the newest

and most important computer and other advanced technology skills


Mostly failing 19


Don’t know 9

34 In general, do you think the MATH your child is learning is harder,

easier or about the same as when you were in school?

Harder69

Easier 7

About the same 22

Don’t know 2

35 In general, do you think the SCIENCE your child is learning is harder,

easier or about the same as when you were in school?

Harder 58

Easier 7

About the same 34

Don’t know 2

35AA Thinking specifically about Math classes—do you think that your child’s

school should be teaching him/her a lot more math, should there be less

emphasis, or are things fine as they are?

More 43

Less 2

54

Don’t know 1

Atlantan=400

(%)




35AB Thinking specifically about Science classes—do you think that your child’s

school should be teaching him/her a lot more science, should there be less

emphasis, or are things fine as they are?

More 40

Less 3

56

Don’t know 1

35AC Thinking specifically about Computers and technology classes—do you

think that your child’s school should be teaching him/her a lot more

Computers and technology, should there be less emphasis, or are things

fine as they are?

More 56

Less 1

41

Don’t know 2

35AD Thinking specifically about English and writing classes—do you think

hat your child’s school should be teaching him/her a lot more English

and writing, should there be less emphasis, or are things fine as they are? More 53

Less 1

45

Don’t know *

35AE Thinking specifically about Civics and social studies classes—do you

think that your child’s school should be teaching him/her a lot more

Civics and social studies, should there be less emphasis, or are things

fine as they are?

More 37

Less 2

58

Don’t know 3

35AF Thinking specifically about Art, music and drama classes—do you think

that your child’s school should be teaching him/her a lot more Art, music

and drama, should there be less emphasis, or are things fine as they are?

More 39

Less 6

51

Don’t know 4

35AG Thinking specifically about Sports and physical education classes—do

you think that your child’s school should be teaching him/her a lot more

Sports and physical education, should there be less emphasis, or … ?

More 37

Less 6

54

Don’t know 3

Atlantan=400

(%)




36 When compared with other teachers your child has this year, would you

say that your child’s current MATH teacher is especially good, average,

or below average?

Especially good 41

Average 48

Below average 4

Don’t know 7

37 When compared with other teachers your child has this year, would you

say that your child’s current SCIENCE teacher is especially good, average,

or below average?

Especially good 38

Average 51

Below average 3

Don’t know 7

40 Do you agree or disagree with the following statement? Your child would

be really unhappy if he/she ended up in a job or career that required

doing a lot of math or science.

Strongly agree 20Somewhat agree 21



41 Please tell me how much each of the following would improve math

and science education in your child’s school.

Paying math and science teachers more than English and Social Studies

teachers because those positions are hardest to fill

A lot 33

A little 21

Nothing at all 37

Don’t know 8

Putting students in classes according to their ability, so that fast learners

are together in one class and slower learners are together in another

A lot 53

A little 21

Nothing at all 21

Don’t know 5

Encouraging students to rely more on calculators so that they

can concentrate on math concepts instead of doing math by hand

A lot 57

A little 32

Nothing at all 8

Don’t know 3

Requiring students struggling with math or science to take summer

school in those subjects

A lot 60

A little 27

Nothing at all 9

Don’t know 4

Atlantan=400

(%)




41 (continued) Please tell me how much each of the following would improve

math and science education in your child’s school.

Establishing a national curriculum in math and science so that schools

everywhere teach the same topics

A lot 59

A little 26

Nothing at all 11

Don’t know 4

Extending the current school year by one month to insure that all students

fully understand the math and science curricula

A lot 38

A little 25

Nothing at all 32

Don’t know 6

Requiring students to pass challenging tests in math and science

in order to graduate

A lot 43

A little 32

Nothing at all 20

Don’t know 5

Making students who are failing math and science attend classes after

school to catch up with the rest of the class

A lot 65

A little 25

Nothing at all 8

Don’t know 2

Have local businesses provide internships and other partnership

programs to expose high school students to the workplace so they

can acquire job skills

A lot 74

A little 20

Nothing at all 3

Don’t know 3

Atlantan=400

(%)

Please contact Amber Ott at Public Agenda

for additional information about this report:

Tel: 212.686.6610, Ext. 15

E-mail: [email protected]




About Public AgendaFounded in 1975 by social scientist and author Daniel Yankelovich and former U.S. Secretary of

State Cyrus Vance, Public Agenda works to help the nation’s leaders better understand the public’s

point of view and to help average citizens better understand critical policy issues. Our in-depth

research on how citizens think about policy has won praise for its credibility and fairness from

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