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

8/6/2019 How Much Math and Science Do Todays Students Need? Erie

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

How Much Math and ScienceDo 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


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1According 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 IBMs 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

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 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 oftomorrowtheir 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 ErieWith the support and counsel of the GE Foun-

-

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-prongedchallenge. They must take on the critical task

of establishing strong curricula in the STEM

-

fective 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 notgrasp the need for

new curricula and

standards, they may

resist them.


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4 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? PARENTS IN ERIE TALK ABOUT 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 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-

-

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 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.

3Reality 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]


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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

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

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 childpursuing 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 foradvanced 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

and outreach that help parents grasp the genuine

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 needto learn grows out of

their own personal

experience. To the

degree that their own

work is in traditional

or non-technical

fields, that experience

may mislead them.


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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 ofbusiness, 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.

Reassure parents on the fundamentals, so

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 maybe 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

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

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

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 longafter 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 parentsendorse the general

idea of more

advanced science

and math, but their

understanding of

what that actually

means is hazy.


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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 centralrole 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-mindedor 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

survey results beginning on page 24.


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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 careeropportunities. 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 bigadvantage 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


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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

63%

64%

72%

71%

50%

Percent of Erie parents who strongly agree:


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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 scienceeducation 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

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.

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?


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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%


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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

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

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 Erie parents (25 percent) say that students who excel in math and science tendto 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 fine for those who like it


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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 placemore 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

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 studentswould 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


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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


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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

percent think it would do nothing at all to improve the situation.


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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

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 outdatedcurricula (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

think that nothing needs to change).

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


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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.


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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), Erieparents 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 fouryears 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


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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

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%


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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 toexamples 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

are worried about the local economy, most believe their community is headed in the right

direction.

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 numberincreases 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.

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

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


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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

20%

8%

8%

6%

5%

3%

3%

3%

3%

2%

1%

The environment/pollution/trash


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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 goodjobs available

81% Good jobs aredifficult to find

5% Lots of some jobs,few of others

3% Dont know

17% Plenty of goodjobs available

70% Good jobs aredifficult 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:

Reducing class size

33%

Making pre-school available to all children

15%

Improving math and science education

43%

Paying teachers more

6%


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Do Todays Students Need? are based on 400

telephone interviews with a sample of parentsin 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

study (see the report: Reality Check 2006,

Public Agenda.), this survey aimed to explorethe 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

Do Todays Students Need?are based on 400telephone 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

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 toeach 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 othernon-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, qualitativeexploration 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


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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 11Economy/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 *

*

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

Plenty of good jobs available 11

81

Lots of some jobs, few of others (Vol.) 5

Dont know 3

Erien=400

(%)

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


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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 17

70

Lots of some jobs, few of others (Vol.) 5Dont 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 19Dont 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 *

Erien=400

(%)


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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


Important, but not essential 39Not 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 finishing 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

Absolutely essential 79Important, but not essential 21

Not important *

Dont know

Erien=400

(%)


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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

Somewhat disagree 26Strongly disagree 44

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 *

Erien=400

(%)


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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

Somewhat disagree20


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 graduationStrongly 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 20Something kids can learn in school and develop with experience 75

Dont know 5

Erien=400

(%)


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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 fine as they are?

More math and science 21Less math and science 1

76

Dont know 3

Erien=400

(%)


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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

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 graduatinghigh 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 23Dont 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 *

Erien=400

(%)


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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

Somewhere in between 7Dont 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 scienceMostly succeeding 52

Mostly failing 24


Dont know 17

Erien=400

(%)


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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

Somewhere in between9

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 failing11


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 3About 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 specifically 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 fine as they are?

More 26

Less 2

70

Dont know 1

Erien=400

(%)


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35AB Thinking specifically 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 fine as they are?

More 29

Less 1

68

Dont know 2

35AC Thinking specifically 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

fine as they are?

More 44

Less 2

52

Dont know 3

35AD Thinking specifically 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 fine as they are?More 31

Less 2

67

Dont know 1

35AE Thinking specifically 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

fine as they are?

More 19

Less 3

77

Dont know1

35AF Thinking specifically 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 fine as they are?

More 24

Less 5

68

Dont know 3

35AG Thinking specifically 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

65

Dont know 1

Erien=400

(%)


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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 17Somewhat 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 fill

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

Erien=400

(%)


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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 21Nothing 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 30Nothing 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

Erien=400

(%)


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Characteristics of the sample

Gender

Male41

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 3Divorced 14

Separated 2

Widowed 2

Never married/single 5

Education

None, or grade 1-8

High school incomplete (grades 9) 3

High school graduate

36

Business, technical, or vocational school

AFTER high school 7

Some college, no 4-year degree 23

College graduate (B.S., B.A., or other4-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 more10

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

Erien=400

(%)

Erien=400

(%)

Please contact Amber Ott at Public Agenda

for additional information about this report:

Tel: 212.686.6610, Ext. 15E-mail: [email protected]


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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 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

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 FoundationThe GE Foundation, the philanthropic organization of the General Electric Company, works to

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.



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601 Thirteenth Street NW

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