How Much Math and Science Do Today's Students Need? Erie

1 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED?
PARENTS IN ERIE TALK ABOUT THE STEM EDUCATION CHALLENGE

How Much Math and Science
Do Todays Students Need?
Parents in Erie Talk About
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
3 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? PARENTS IN ERIE TALK ABOUT THE STEM EDUCATION CHALLENGE
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
National Governors Association. National Groups Co-Host Brienng
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 IBMs Lou Gerstner to Secretary
of Education Margaret Spellings, business,
government and education leaders have
underscored the fact that the United States
needs more workers with advanced science
and engineering skills to compete effectively in
todays global economy.
Will Americas students be ready?
Many of these leaders are worried that American
youngsters dont study enough biology, chemistry,
physics, algebra, geometry and calculus for
tomorrows jobs. Many are concerned that
American youngsters dont
perform as well on international
math 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
tomorrowtheir own childrenwill 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 Erie
With the support and counsel of the GE Foun-
oation. Fublic Agenoa. a nonpront. nonparti-
san research organization that
specializes in education issues,
surveyed Erie 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
Erie leaders understand current
parent attitudes as a starting point for building
strong support for high-quality STEM educa-
tion. 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
nelos ano nnoing ano retaining qualineo. el-
fective professionals to teach it. That in itself is
complex ano oilncult. Bevono this. there is olten
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.
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
manv oiverse career opportunities in the nelo.

The Erie survey asked parents about the local
economy, job prospects for their children and
their sense of what children need to learn in
school today. Much of the survey focused spe-
cincallv on math ano science eoucation. prob-
ing the degree to which Erie parents share
leadership concerns. Public Agendas national
surveys of parents suggest that most see improv-
ing math and science education as a relatively
low 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: aott@publicagenda.org
Discussion:
Keys to enhancing parent support for high-quality
math and science education
Understanding the mindset that most Erie
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, Erie 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 suggests
some 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
less sure about the specincs ol
what qualines as a worlo-class
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 traoitional or non-technical nelos.
that experience may mislead 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 or science degrees.
Here are some points to consider:
Try to focus on the most important
issues for Erie parentsnot on what
conventional wisdom often assumes
about parents in general.
Most Erie 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 dont 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 science
or math career if thats what
the child wants. Consequently,
devoting a lot of time and
attention to these points may
not be the most important
communications investment.
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 Erie 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
neeo help nlling in the oetails. so communications
and outreach that help parents grasp the genuine
ano concrete benents ol their chiloren taking
specinc courses mav be helplul. The movement
to help parents understand the importance of
students succeeding in algebraa course that
is considered absolutely essential by over half
of parentssuggests that this approach can
Much of parents
thinking about what
their children need
to learn grows out of
their own personal
experience. To the
degree that their own
work is in traditional
or non-technical
elds, that experience
may mislead them.
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 understand
how 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
mav benent lrom having local
business and education leaders reach out to
them to explain these important trends.
Reassure parents on the fundamentals, so
\PMaKIVJMKWVLMV\\PI\\PMaIZMJMQVO
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 sciencemuch less more advanced subjects
like calculus and physics. These concerns may
be overblown, and they may be based on an
inaccurate grasp of the facts, but that doesnt
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
areashaving schools that are orderly, safe
and focused on learningto academic issues,
such as ensuring that all students have a good
command of the English language and basic
math. As we discuss later, for Erie parents, this
clearly includes being able to do basic math by
hano. Most parents oon`t oismiss the benents
of having students use calculators in math and
science class, but they want to know that students
can also perform basic functions by hand. It is
verv oilncult lor most parents to imagine how
students could learn advanced subjects like
physics if they cant 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.
Dont assume parents see
the same progress that
leaders do. Take the time to
tell them when and where
progress is being made.
Public Agendas work in a
number of areas shows that the
public often doesnt 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. Whats more,
just because advances have been reported in the
news ano bv citv olncials ooes not mean that
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 on
the 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 Erie parents
endorse the general
idea of more
advanced science
and math, but their
understanding of
what that actually
means is hazy.
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
Erie parents do not understand what a central
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 shouldnt learn
something unless its utterly 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 parentsmaybe even most
parentsgenuinely 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.
In the following pages, we highlight the chief
nnoings lrom the survev. We also incluoe lull
survey results beginning on page 24.
Most Erie 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 good career
opportunities. Many even see strong math and science education as an asset to the community
overallone that could attract more businesses to the Erie area.
Over 6 in 10 Erie parents (63 percent) say the United States is far behind other countries in
teaching our children math and science.
Eighty-three 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 half
agreeing strongly.
More than 9 in 10 (93 percent) say that students with advanced math and science skills have a big
advantage when it comes to better work and college opportunities; 71 percent agree strongly.
Fifty-four percent of Erie parents think more companies would move into the area if it had a
reputation for workers with great science and math skills.
FROM THE FOCUS GROUPS: My ex-wife is German. When her relatives came to visit, I was quite impressed.
The kids know how to speak English as well as German. They were stronger in science and things in that department.
Erie father
Finding 1:
Erie parents already see the big picture
Percent of Erie parents who say:
Erie parents see the need for strong math and science education
Even if students dont 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
It is crucial for most of todays 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
0 50 100
63%
64%
72%
71%
50%
Percent of Erie parents who strongly agree:
Most Erie 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 childrens math and science
eoucation to be nne as it is. Fart ol the reason whv so manv parents are so comlortable with
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 childrens homework seems to have given many Erie parents a
false sense of security.
More than 6 in 10 Erie parents (64 percent) say it is crucial for students to learn higher-level
math, and 59 percent say the same for higher-level science.
But the support lor higher-level learning plummets when specinc aovanceo subjects are
mentioned. Just 22 percent of parents consider understanding higher-level math like calculus
absolutely essential for students to learn.
Only 24 percent see learning advanced sciences such as physics as absolutely essential.
In contrast, more than 9 in 10 parents see reading and writing (93 percent) and basic math
as absolutely essential (91 percent); large majorities also see learning social skills, like being
respectful and punctual (86 percent) and being able to work as a team (82 percent) as
absolutely essential.
The vast majority of Erie parents consider doing basic math by hand a top priority (81 percent
agree strongly, 13 percent somewhat). In fact, more than three-quarters of Erie parents
(81 percent) strongly agree that being able to do basic math is critical to success in later courses.
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; half 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 usefulnessindeed the necessityof learning basic math.
FROM THE FOCUS GROUPS: You use math when you go to a grocery store, when you buy clothes. You use it all
the time. Erie mother
Whats the [point] in calculus unless youre going to be a physicist or something? There I can understand you needing it.
Other than that, no. Erie mother
Finding 2:
What do parents mean by advanced and high level?
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 higher-level math like calculus
22% 85% 63%
Understanding advanced sciences like physics
24% 86% 62%
45% 92% 47%
Knowing how to speak a foreign language
20% 79% 59%
100% 93% 7%
91% 100% 9%
86% 100% 14%
82% 99% 17%
79% 100% 21%
59% 98% 39%
0 50 100
Most Erie 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
woulon`t object at all il their chilo enoeo up in an aovanceo math or science nelo. Still. most
seem to see this as just one option among manvnot as a nelo that might be particularlv
intriguing or an exceptional opportunity for the future. In Public Agendas work on this issue
in Erie 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
STEM areas. Consequentlv. thev weren`t thinking ol how rewaroing ano attractive these nelos
may be in the coming years. They also seemed only nominally aware of the degree to which
even traoitional jobs like police work. olnce work. sales ano management now require a more
sophisticated grasp of science, math and technology.
Less than a third of Erie parents (25 percent) say that students who excel in math and science tend
to be less popular; 70 percent reject that view.
Just 20 percent say that math and science ability is something kids are mostly born with;
75 percent say this is something that can be learned in school.
Less than 1 in 5 of the parents (19 percent) say that they themselves would be unhappy if their
child pursued an advance science or math career.
Even so, most Erie parents value the idea of being well-rounded. A solid majority (61 percent) say
that students who are well-rounded are more likely to end up with a high-paying career.
A substantial number (47 percent) dont think doing well in math and science is any more important
than doing well in other subjects.
Finding 3:
Its ne for those who like it
Although they acknowledge the growing importance of math and science education overall,
right now at least, relatively few Erie parents are calling for their own childrens schools to place
more emphasis on math and science, and a third fear their own child would be really unhappy
in a math or science job. Although this is not a majority of parentsand as noted earlier, the
parents themselves dont seem to have major objections to a math or science career for their
chiloit ooes renect parents` juogment that manv ol Erie`s stuoents are alreaov somewhat sour
on science and math. The good news is that the parents dont 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 21 percent of Erie parents say their own childs school should be teaching more math and
science.
Just over a quarter want their childs school to put more emphasis on math (26 percent) or on
science (29 percent). In contrast, 44 percent want more emphasis on computers.
Thirty-three percent of Erie parents believe their child would be really unhappy in a job that
required a lot of math or science, with 17 percent saying they believe this strongly.
About half (52 percent) think students often dislike math and science because they see these
subjects as irrelevant to their lives.
Nearly three-quarters (73 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 childs school.
Finding 4:
Its all right now
Overall, most parents give their local schools very good marks. Most also say their children
were well prepared for high school math and science when they came out of middle school.
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. Nearly half of Erie parents say their own childs current teachers in
science and math are average rather than being especially good. And among parents whose
children arent going to college, over half say they just dont know whether their youngsters will
have the skills they need for jobs or not.
When they focus on the public schools overall, over 6 in 10 of Erie parents (63 percent) think their
schools are doing a good job in preparing students to be successful adults.
Erie parents give their childrens math teachers high marks in many areas; healthy majorities
say that the teachers are mostly succeeding in showing that math is relevant and important
(79 percent), making sure children are ready for college-level math (77 percent), getting students
excited about learning math (64 percent) and helping struggling students keep up (61 percent).
Science teachers get similarly high marks. Healthy majorities say that their childs teachers are
mostly succeeding in showing that science is relevant and important (70 percent), making sure
children are ready for college-level science courses (70 percent), getting students excited about
learning science (62 percent) and helping struggling students keep up in science (52 percent).
Most say teachers are mostly succeeding in helping students use cutting-edge technologies
(66 percent) and learning important computer and technology skills (69 percent). More than
6 in 10 (62 percent) 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 (52 percent) say its
because the students think the subject are irrelevant; just 38 percent say its because there are not
enough really good math and science teachers.
Roughly 6 in 10 parents say their children were well-prepared for high school science (60 percent)
and high school math (63 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 (73 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; 54 percent say they dont know whether their children will have the skills
for the workplace or not.
Finding 5:
Erie teachers, schools get good marks,
but there are some warning signs
Another cautionary note is that the parents ratings for their own childrens current teachers
are somewhat less stellar: 38 percent say their childs current math teacher is especially good,
but 46 percent say he or she is average. Likewise, 37 percent say their childs current science
teacher is especially good, but 46 percent say he or she is average.
Whatever concerns Erie parents have about the quality of math and science teachers, few think it
woulo be verv helplul to pav teachers in these nelos more because these positions are haroest to
nll. Twentv-two percent think it woulo help a lot. 18 percent think it woulo help a little ano 5!
percent think it would do nothing at all to improve the situation.
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
lor Erie high schools than outoateo curricula. Ano nnallv. parents are split over the best wav
to tackle the systems 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.
Much of parents focus is on the social problems facing local schools rather than the academic
ones. Sixty-eight percent of Erie 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 systems top priority should be: 33 percent want to
reduce class size, 43 percent would improve math and science education and 15 percent want the
top priority to be universal pre-school, but only 6 percent would up teacher pay.
Even when they focus on their own childs schools, Erie parents are split on what the top priority
should be; 24 percent would opt for improving math and science education, but 24 percent say
the school has much more basic problems that neeo to be nxeo nrst. Nearlv 3 in 10 29 percent
think that nothing needs to change).
A signincant minoritv. ! in 10 Erie parents are concerneo that stuoents tooav are not reallv
learning basic math.
The level of concern about whether students are learning basic math is underscored by Erie
parents views on using calculators in math class. The vast majority of Erie parents (94 percent)
consider learning to basic math by hand very important, with more than 8 in 10 (81 percent)
agreeing with this idea strongly. They dont object to calculators entirely; over half (53 percent)
believe that having students use calculators so they can concentrate on math concepts would help
math education.
Solutions that zero in on helping students who are failing or struggling with science and math
attract a lot of support. Fifty-nine percent say that making these students attend after-school
classes would improve the situation a lot; 52 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 overwhelm concerns about
higher-level math and science
In contrast, just 44 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 dont 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), Erie
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 they largely
reject the idea that students shouldnt have to study these subjects just because they wont 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, nearly 7 in 10 Erie parents (68 percent) say every student should take four
years of math and four years of science in high school.
Three-quarters (72 percent) agree that students will learn critical thinking skills from studying
these subjects even if they dont use them after graduation.
Most (67 percent) reject the idea requiring students to take advanced math classes is not needed
because most dont use them later.
The parents are split on whether requiring students to take advanced science classes in needed
even if students dont use the knowledge later: 45 percent say that the courses arent needed
because dont use the knowledge later, but 55 percent reject that idea.
Over half of Erie parents (55 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 childs school. Fifty-nine percent say making students who are failing math and science take
after-school classes would also help students a lot.
Forty-four percent believe that not letting students graduate unless the pass a challenging test in
math and science would improve the situation a lot.
Finding 7:
More requirements may be okay
Would you say that the following would improve math and science education in your childs 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
0 20 40 60 80 100
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% 73% 21%
74% 59% 25%
76% 55% 21%
82% 53% 29%
75% 53% 22%
Requiring students to pass challenging tests in math and science in order to graduate
74% 44% 30%
Requiring students struggling with math or science to take summer school in those subjects
81% 52% 29%
Extending the current school year by one month to ensure that all students fully understand the
math and science curricula
55% 28% 27%
Paying math and science teachers more than English and social studies teachers because those
positions are hardest to fill
40% 22% 18%
Large numbers of Erie parents worry about the availability of good jobs even for graduates
with strong math and science skills, and in focus groups, Erie residents sometimes pointed to
examples of young people who left the area because of a perceived lack of job opportunities
in the area. Even so, substantial numbers back improvements in math and science education
in local schools, and more than half think students with strong STEM skills could attract more
businesses to the area. Overall. thev are connoent about their schools. ano even though thev
are worried about the local economy, most believe their community is headed in the right
direction.
When this survev was neloeo last vear. even belore the current nnancial crisis. unemplovment or
the economy were top concerns among Erie parentspicked by about 1 in 5 of those surveyed.
Only about 1 in 10 say that plenty of good jobs are available where they live, and that number
increases only slightly to 17 percent when Erie parents are asked about job opportunities for
people with good math and science skills.
However, 54 percent of Erie parents think more companies would move into the area if it had a
reputation for workers with great science and math skills.
Erie parents have connoence in local public schools. More than o in 10 Erie parents o3 percent
said that the schools are doing a good job preparing students to be successful adults.
Improving math and science education is a broadly-supported strategy. When asked what would
best improve local schools, the most popular choice was improving math and science education
with !3 percent making that choice. with reoucing class size 33 percent also orawing signincant
support. Offering universal pre-school (15 percent) and paying all teachers more (6 percent)
received less backing as a main strategy.
Moreover, Erie parents are optimistic about the future of their community. More than 7 in 10
(71 percent) say that things in the community are heading in the right direction.
FROM THE FOCUS GROUPS: There are lots of jobs, but not a lot of jobs that can provide for a family Most
of these jobs are for 18-year-old kids. Erie teacher
It doesnt have to do with the education. As a matter of fact, [people with good educations are] leaving. My son
is gone. He got his good education. Hes gone. My brother-in-law, hes gone. My brother, hes gone. These are all
educated people who left this area for the South. Erie father
Finding 8:
The bad newsand the good
Percent of Erie parents who say:
For Erie parents, lack of jobs is their communitys top problem
Education/quality of education
Economy/budget/lack of jobs/unemployment
The breakdown of the family/out of control children/teenagers
High taxes
Crime/violence
Drugs/alcohol
The lack of youth recreation/recreational activities
Government/politics
Health care/lack of affordable health care/insurance
Overcrowding/increasing population/overgrowth
0 50 100
20%
8%
8%
6%
5%
3%
3%
3%
3%
2%
1%
The environment/pollution/trash
Thinking now about job opportunities where
you live, would you say:
Thinking now about job opportunities where
you live for people with GOOD MATH AND
SCIENCE, SKILLS, would you say:
Large majorities of Erie parents say that good jobs are rare, even for those with good math
and science skills
11% Plenty of good
jobs available
81% Good jobs are
difficult to find
5% Lots of some jobs,
few of others
3% Dont know
17% Plenty of good
jobs available
70% Good jobs are
difficult to find
5% Lots of some jobs,
few of others
8% Dont know
Would you say that generally speaking, the schools in your community are:
Erie parents believe their schools are preparing young people for success; nonetheless over
4 in 10 would invest extra funds in improving math and science education
63% Doing a good job preparing students to be successful as adults
35% They need to be doing a lot better
2% Dont know
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:
0 50 100
Reducing class size
33%
Making pre-school available to all children
15%
Improving math and science education
43%
Paying teachers more
6%
The nnoings in How Much Math ano Science
Do Todays Students Need? are based on 400
telephone interviews with a sample of parents
in Erie, Pennsylvania whose child is currently
attending public school in grades 612. Interviews
were conducted between October 1 and October
28, 2007. The survey was preceded by two focus
groups with parents and teachers.
This research is part of a series of Public Agenda
surveys on math and science education. Drawing
on STEM-relateo nnoings in a national eoucation
study (see the report: Reality Check 2006,
Public Agenda.), this survey aimed to explore
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 Public Agenda is planning a national
survey about math and science education with
support from the GE Foundation and the Noyce
Foundation, to date.
The telephone survey
The nnoings in How Much Math ano Science
Do Todays Students Need?are based on 400
telephone interviews with a sample of parents
in Erie, Pennsylvania whose child is currently
attending public school in grades 612. The
margin of error for this study is 4.9 percentage
points at the 95 percent connoence level. The
survey was translated into Spanish, and Hispanic
respondents were given the choice of an English
or Spanish interviewer. Sampling was supplied
by SSI 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 citys 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 grades 612, demographic questions to
describe the survey participants and closed-ended
opinion questions.
As in all surveys, question-order effects and other
non-sampling sources of error can sometimes
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, qualitative
exploration of the dynamics underlying the
publics 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 Erieone group with parents
and one group with a mix of math, science and
other teachers.
Methodology
The nnoings in How Much Math ano Science Do Tooav`s Stuoents Neeo? are baseo on
400 telephone interviews with a sample of parents in Erie, Pennsylvania whose child is currently
attending public school in grades 612. Interviews were conducted between October 1 and October
28, 2007. The survey was preceded by two 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 71
Wrong track 20
Dont know 9
2 What do you think is the most important problem facing
your community today?
Crime/violence 5
Drugs/alcohol 5
Education/quality of education 11
Economy/budget 6
Lack of jobs/unemployment 17
School/educational funding 1
Health care/lack of affordable health care/insurance 2
Overcrowding/increasing population/overgrowth 2
High taxes 9
Gangs 1
Illegal immigration
The lack of economic development/industry 3
Overdevelopment/overbuilding 1
The lack of affordable housing *
Tralnccongestion *
Government/politics 3
The lack of parental control/supervision 1
The lack of youth recreation/recreational activities 4
Public safety/security 2
Poverty/homelessness 2
Infrastructure/roads/sewage 1
The lack of water/water shortage *
The environment/pollution/trash 1
The breakdown of the family 1
Out of control children/teenagers 5
Lack of connection in the community 1
High gas prices 1
None/no concerns 5
Other 11
Dont know 13
3 Thinking now about job opportunities where you live, would you say
there are plenty of good jobs available or are good jobs difcult to nd?
Plenty of good jobs available 11
Gooo jobs are oilncult to nno 81
Lots of some jobs, few of others (Vol.) 5
Dont know 3
Erie
n=400
(%)
Note: Results ol less than 0.5 are signineo bv an asterisk *. Results ol zero are signineo bv a oash . Responses mav not alwavs total 100 oue
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
difcult to nd?
Plenty of good jobs available 17
Gooo jobs are oilncult to nno 70
Lots of some jobs, few of others (Vol.) 5
Dont know 8
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 63
They need to be doing a lot better 35
Dont 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 68
Low academic standards and outdated curricula 19
Dont 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 33
Making pre-school available to all children 15
Improving math and science education 43
Paying teachers more 6
Dont 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 young
people in science and math, is the United States far behind or is it
about the same?
Well ahead of other countries 5
Far behind other countries 63
About the same 28
Dont know 4
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 93
Important, but not essential 7
Not important
Dont know
Knowing how to speak a foreign language
Not important 21
Dont know *
Erie
n=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 scientic ideas and principles
Not important 2
Dont know *
Understanding advanced sciences like physics
Not important 13
Dont know 1
Having basic math skills
Not important
Dont know
Understanding higher-level math like calculus
Not important 12
Dont know 2
Being punctual, respectful of others and nishing work on time
Not important *
Dont know *
Being able to work well as part of a team
Not important *
Dont know *
Being able to use concepts taught in algebra
Not important 6
Dont know 1
Knowing how to utilize modern technology
Not important *
Dont know
Erie
n=400
(%)
12 Do you agree or disagree with the following statements?
Students today are not really learning basic math
Strongly agree 21
Somewhat agree 20
Somewhat disagree 30
Strongly disagree 28
Dont know 2
Many more companies would move into your area if it had a reputation
for workers with great science and math skills
Strongly agree 26
Somewhat agree 27
Dont know 9
The students who are strong in math and science tend to be less popular
Strongly agree 10
Somewhat agree 15
Dont know 6
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 22
Somewhat disagree 4
Strongly disagree 2
Dont know 1
I would be really unhappy if my childs career required advanced
math or science
Strongly agree 10
Somewhat agree 10
Dont know 2
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 11
Somewhat agree 22
Dont know *
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 23
Somewhat agree 22
Dont know *
Erie
n=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 23
Dont know 1
Every student should take four years of math and four years of science
in high school
Strongly agree 68
Somewhat agree 19
Somewhat disagree 9
Strongly disagree 2
Dont know 1
Even if students dont use math and science after high school,
the subjects can teach them critical thinking skills that will help them
following graduation
Strongly agree 72
Somewhat agree 22
Somewhat disagree 2
Strongly disagree 3
Dont know 1
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 50
Somewhat agree 33
Strongly disagree 2
Dont 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 81
Somewhat agree 13
Somewhat disagree 3
Strongly disagree 3
Dont 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 20
Something kids can learn in school and develop with experience 75
Dont know 5
Erie
n=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 52
Neither 7
Dont know 2
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 44
Most parents do not expect their kids to do well in these subjects 38
Dont know 15
17 Which comes closer to your view?
Most students dont need to study higher math skills like advanced algebra 34
It is crucial for most of todays students to learn higher-level math 64
Dont know 3
19 Which comes closer to your view?
Most students dont need to study higher-level science like physics 41
It is crucial for most of todays students to learn higher-level science 56
Dont know 3
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 30
The student who is educationally well-rounded, but not very strong in math 61
Dont know 8
22 The next set of questions is about your child currently in grades 6-12.
Is that child male or female?
Male 51
Female 49
23 Is your childs school an:
Elementary school 13
Middle 31
High school 56
Not applicable 1
Dont know *
24 Do you think that your childs school should be teaching him/her a lot
more math and science, less or are things ne as they are?
More math and science 21
Less math and science 1
Things are nne as is 76
Dont know 3
Erie
n=400
(%)
25 Which comes closer to your view about your childs school?
The school has much more basic problems to solve before they can start
worrying about improving math and science education 41
The school needs to improve math and science education as quickly
as possibleit cannot afford to wait 24
Nothing neeos to be nxeo in the school 29
Dont know 5
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 60
Somewhat prepared 24
Poorly prepared 15
Dont 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 50
Poorly prepared 5
Dont 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 63
Poorly prepared 11
Dont know *
28 How likely is it that your child will attend college after graduating
high school?
Very likely 70
Somewhat likely 23
Not too likely 4
Not at all likely 2
Dont know 1
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 4
Not sure 23
Dont 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 73
Not sure 22
Dont know *
Erie
n=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 47
Not sure 38
Dont know
32 Overall, would you say your childs teachers are mostly succeeding
or mostly failing when it comes to ?
Getting excited about learning math
Mostly succeeding 64
Mostly failing 22
Somewhere in between 13
Dont know 2
Getting excited about learning science
Mostly failing 26
Dont know 5
Showing your child that math is relevant and important in the real world
Mostly failing 9
Dont know 3
Showing your child that science is relevant and important in the real world
Mostly failing 14
Dont know 6
Teaching students how to make the most of cutting-edge technologies
Mostly failing 17
Dont know 5
Helping struggling students keep up in math
Mostly failing 25
Dont know 9
Helping struggling students keep up in science
Mostly failing 24
Dont know 17
Erie
n=400
(%)
32 (continued) Overall, would you say your childs teachers are mostly
succeeding or mostly failing when it comes to ?
Making sure your child is ready for beginning college-level math
Mostly failing 9
Dont know 5
Making sure your child is ready for beginning college-level science
Mostly failing 13
Dont know 14
33A Overall, would you say your childs school is mostly succeeding
or mostly failing when it comes to ?
Having science labs that are up-to-date and well-equipped
Mostly failing 11
Dont know 17
Having teachers and equipment that can help students learn all the newest
and most important computer and other advanced technology skills
Mostly failing 16
Dont know 6
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?
Harder 69
Easier 3
About the same 26
Dont know 1
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 50
Easier 3
About the same 43
Dont know 4
35AA Thinking specically about Math classesdo you think that your childs
school should be teaching him/her a lot more math, should there be less
emphasis, or are things ne as they are?
More 26
Less 2
Dont know 1
Erie
n=400
(%)
35AB Thinking specically about Science classesdo you think that your childs
school should be teaching him/her a lot more science, should there be less
emphasis, or are things ne as they are?
More 29
Less 1
Dont know 2
35AC Thinking specically about Computers and technology classesdo you
think that your childs school should be teaching him/her a lot more
Computers and technology, should there be less emphasis, or are things
ne as they are?
More 44
Less 2
Dont know 3
35AD Thinking specically about English and writing classesdo you think
hat your childs school should be teaching him/her a lot more English
and writing, should there be less emphasis, or are things ne as they are?
More 31
Less 2
Dont know 1
35AE Thinking specically about Civics and social studies classesdo you
think that your childs school should be teaching him/her a lot more
Civics and social studies, should there be less emphasis, or are things
ne as they are?
More 19
Less 3
Dont know 1
35AF Thinking specically about Art, music and drama classesdo you think
that your childs school should be teaching him/her a lot more Art, music
and drama, should there be less emphasis, or are things ne as they are?
More 24
Less 5
Dont know 3
35AG Thinking specically about Sports and physical education classesdo
you think that your childs school should be teaching him/her a lot more
Sports and physical education, should there be less emphasis, or ?
More 25
Less 8
Dont know 1
Erie
n=400
(%)
36 When compared with other teachers your child has this year, would you
say that your childs current MATH teacher is especially good, average,
or below average?
Especially good 38
Average 46
Below average 6
Dont know 10
37 When compared with other teachers your child has this year, would you
say that your childs current SCIENCE teacher is especially good, average,
or below average?
Especially good 37
Average 46
Below average 5
Dont know 12
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 17
Somewhat agree 16
41 Please tell me how much each of the following would improve math
and science education in your childs school.
Paying math and science teachers more than English and Social Studies
teachers because those positions are hardest to ll
A lot 22
A little 18
Nothing at all 54
Dont know 6
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 22
Nothing at all 21
Dont know 3
Encouraging students to rely more on calculators so that they
can concentrate on math concepts instead of doing math by hand
A lot 53
A little 29
Nothing at all 17
Dont know 2
Requiring students struggling with math or science to take summer
school in those subjects
A lot 52
A little 29
Nothing at all 17
Dont know 2
Erie
n=400
(%)
41 (continued) Please tell me how much each of the following would improve
math and science education in your childs school.
Establishing a national curriculum in math and science so that schools
everywhere teach the same topics
A lot 55
A little 21
Nothing at all 19
Dont know 5
Extending the current school year by one month to insure that all students
fully understand the math and science curricula
A lot 28
A little 27
Nothing at all 42
Dont know 3
Requiring students to pass challenging tests in math and science
in order to graduate
A lot 44
A little 30
Nothing at all 24
Dont know 2
Making students who are failing math and science attend classes after
school to catch up with the rest of the class
A lot 59
A little 25
Nothing at all 15
Dont know 1
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 73
A little 21
Nothing at all 3
Dont know 2
Erie
n=400
(%)
Characteristics of the sample
Gender
Male 41
Female 59
Employment
Full-time 72
Part-time 11
Retired 3
Not employed 5
Homemaker 6
Student *
Disabled 2
Marital status
Married 73
Living as married 3
Divorced 14
Separated 2
Widowed 2
Never married/single 5
Education
None, or grade 1-8
High school incomplete (grades 9) 3
High school graduate
graoe 12 or GED certincate 36
Business, technical, or vocational school
AFTER high school 7
Some college, no 4-year degree 23
College graduate (B.S., B.A., or other
4-year degree) 21
Post-graduate training or professional
schooling after college (e.g., toward a masters
degree of Ph.D.; law or medical school) 8
Age
1824 *
2534 6
3544 41
4554 44
5564 6
65+ *
Income
Less than $10,000 1
$10,000 to under $20,000 8
$20,000 to under $30,000 10
$30,000 to under $50,000 17
$50,000 to under $75,000 21
$75,000 to under $100,000 16
$100,000 or more 10
Race/Ethnicity
Hispanic 4
White 83
Black/African-American 14
Asian 1
Other or mixed race
Child receives free/reduced-price lunch
Yes 25
No 74
Urbanicity
Urban 29
Suburban 71
Rural 1
Erie
n=400
(%)
Erie
n=400
(%)
Please contact Amber Ott at Public Agenda
for additional information about this report:
Tel: 212.686.6610, Ext. 15
E-mail: aott@publicagenda.org
About Public Agenda
Founded in 1975 by social scientist and author Daniel Yankelovich and former U.S. Secretary of
State Cyrus Vance, Public Agenda works to help the nations leaders better understand the publics
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
electeo olncials lrom both political parties ano lrom experts ano oecision makers across the political
spectrum. Our citizen education materials and award-winning website, publicagenda.org, offer
unbiased information about the challenges the country faces. Twice nominated for the prestigious
Webby award for best political site, Public Agenda Online provides comprehensive information on
a wide range of policy issues.
About the GE Foundation
The GE Foundation, the philanthropic organization of the General Electric Company, works to
solve some ol the worlo`s most oilncult problems. In cooroination with its partners. it supports U.S.
and international education, the environment, public policy, human rights, and disaster-relief
around the globe. In addition, the GE Foundation supports GE employee and retiree giving and
involvement in GE communities around the world. In 2007, the GE family including businesses,
employees, retirees and GE Foundation contributed more than $225 million to community and
educational programs, including $93 million from the GE Foundation. For more information, visit
www.gefoundation.com.
PUBLIC AGENDA
Independent, Thought-Provoking,
Always in the Public Interest
Headquarters
6 East 39th Street
New York, NY 10016
Tel: 212.686.6610
Fax: 212.889.3461
publicagenda.org
?I[PQVO\WV,+7NKM"
601 Thirteenth Street NW
Suite 710 South
Washington, DC 20005
Tel: 202.719.9777
Fax: 202.628.1893

How Much Math and Science Do Today's Students Need? Erie

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

How Much Math and Science Do Today's Students Need? Erie

Enviado por

Direitos autorais:

Formatos disponíveis

1 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED?

PARENTS IN ERIE TALK ABOUT THE STEM EDUCATION CHALLENGE

Você também pode gostar