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

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

How Much Math and Science
Do Todays Students Need?
How Parents in Atlanta See
the STEM Education Challenge
A Report from PUBLIC AGENDA
Based on research conducted and reported by
Jon Rochkind, Amber Ott, Jean Johnson and John Doble
with support from
3 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE 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 Atlanta
With the support and counsel of the GE Foun-
oation. Fublic Agenoa. a nonpront. nonparti-
san research organization that
specializes in education issues,
surveyed Atlanta parents with
children in public schools on a
variety of issues connected to
STEM education. This report
summarizes the results. The re-
search was conducted to help
Atlanta leaders understand
current parent attitudes as a starting point for
building strong support for high-quality STEM
education. In completing it, we recognize that
local education leaders often face a two-pronged
challenge. They must take on the critical task
of establishing strong curricula in the STEM
nelos ano nnoing ano retaining qualineo. ellec-
tive 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 Atlanta survey asked parents about the lo-
cal economy, job prospects for their children
and their sense of what children need to learn
in school today. Much of the survey focused spe-
cincallv on math ano science eoucation. prob-
ing the degree to which Atlanta 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 Atlanta
parents bring to the issue of improving math
and science education can help local leaders
focus their communications and outreach on
the most important points. In many respects,
Atlanta leaders begin with a sound base of
parental interest, and the survey suggests some
themes and approaches that may have genuine
resonance with many parents.
But the survey also 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 traditional or non-
technical nelos. that experience mav misleao
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:
1. Try to focus on the most important
issues for Atlanta parentsnot on what
conventional wisdom often assumes
about parents in general.
Most Atlanta parents understand that American
students are behind in science and math
achievement, and relatively few buy into the
stereotypical thinking that often worries leaders.
Most 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.
2. Help parents understand
exactly what kinds of
courses and skills will be
needed for advanced science and math
careers, and the more concrete the
message, the better.
Most Atlanta parents endorse the general idea
of more advanced science and math, but their
understanding of what that actually means is
hazy. For example, majorities support the idea of
more advanced science, but relatively few see
physics as something absolutely essential. Parents
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
be useful.
The research shows
that most parents are
far less sure about
the specics of what
qualies as a world-
class math and
science education
than they are on
the big picture.
3. Help parents move beyond their own
personal experience.
Since most parents seem to rely on their own
education as a guide to what their children
should learn, many just may not 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.
4. Reassure parents on the fundamentals,
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being handled well.
The research shows that many parents are
concerned about the broad array of challenges
facing public schools and continue to fear that
some students are not even learning basic math
and 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 Atlanta parents,
this clearly includes being able to do basic
math by hand. Most parents dont dismiss the
benents ol having stuoents use calculators in
math and science class, but they want to know
that students can also perform basic functions
bv hano. 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.
5. 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 Atlanta parents
endorse the general
idea of more
advanced science
and math, but their
understanding of
what that actually
means is hazy.
6. Consider taking the bull-by-the-horns.
Many parents seem to be looking for
guidance on what their children need.
The results from this survey suggest that many
Atlanta parents do not understand what 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.
7. Enlist the attentive third.
Compared with other communities that Public
Agenda has studied, Atlanta has a larger group
of parents that are strongly
committed to the key elements
of a world-class education
strong science and math skills,
foreign languages, etc. This
is a built-in constituency and
a potentially valuable asset.
These parents could serve
as effective spokespeople,
organizers and volunteers
both within the schools and
with state and city government
and other elements of the
community. Thinking about ways to capitalize
on this groups energy and sophistication
could prove a sound communications and
outreach investment.
In the following pages, we highlight the chief
nnoings lrom the survev. We also incluoe lull
survey results beginning on page 23.
Compared with
other communities,
Atlanta has a larger
group of parents
that are strongly
committed to the
key elements
of a world-class
education.
Most Atlanta parents know that American students lag behind math and science achievement,
and most make a strong connection between a good math and science education and 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 Atlanta area.
Over 6 in 10 Atlanta parents (66 percent) say the United States is far behind other countries in
teaching our children math and science.
Eighty-seven percent agree that it is more important now than ever before for students to take
advanced math and science courses to meet the demands of a changing economy, with a healthy
majority (62 percent) agreeing strongly.
More than 9 in 10 (91 percent) say that students with advanced math and science skills have a
big advantage when it comes to better work and college opportunities.
Sixty-three percent of Atlanta parents think more companies would move into the area if it had
a reputation for workers with great science and math skills.
Even in times of economic anxiety, 43 percent of Atlanta parents say there are plenty of jobs
available for those who have good math and science skills.
Finding 1:
Atlanta parents already see the big picture
Percent of Atlanta parents who say:
Atlanta parents see the need for strong math and science education
Even if students 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
Many more companies would move into your area if it had a reputation for workers with great
science and math skills
It is crucial for most of 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
There are plenty of good jobs available in their community for those who have good math
and science skills
0 50 100
66%
69%
43%
76%
71%
62%
63%
Percent of Atlanta parents who strongly agree:
Most Atlanta parents endorse the idea of higher-level learning in math and science, but many
fail to understand exactly what that means. In fact, their concerns about math and science
education generally focus on having all students learn basic skills, rather than having many more
students take advanced courses. Most parents consider their own 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 Atlanta parents
a false sense of security.
Nearly 7 in 10 Atlanta parents (69 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 36 percent of parents consider understanding higher-level math like calculus
absolutely essential for students to learn.
Only 37 percent see learning advanced sciences such as physics as absolutely essential.
In contrast, nearly 9 in 10 parents see reading, writing (89 percent) and basic math (88 percent)
as absolutely essential; large majorities also see being punctual, respectful of others and
nnishing work on time 85 percent ano being able to work as part ol a team 79 percent as
absolutely essential.
The lukewarm support for more advanced math may stem in part from their concern that
too many students arent even getting the basics. Over half of Atlanta parents (58 percent) are
concerned that students today are not really learning basic math.
The vast majority of Atlanta parents consider doing basic math by hand a top priority. In fact,
more than three-quarters of Atlanta parents strongly agree (77 percent agree strongly, 17
percent somewhat) that being able to do basic math without a calculator is very important.
In some respects, parents may have a false sense of security about what their children are learning
because it seems more complicated and challenging than what they themselves learned in school.
Nearly 7 in 10 (69 percent) say the math their children are learning is harder than what they
studied in school; 58 percent say the same about the science their children are learning.
This is an area where parents often relied on their own life experiences to back up their judgments.
Most immediately saw usefulnessindeed the necessityof learning basic math. An Atlanta
mother said, If youre going to be a successful adultand by successful, I dont mean a millionaire;
Finding 2:
Parents dont necessarily know what advanced
and high level mean
I mean an adult whos independent, who can take care of themselves and have a nice, basic life
youve got to be able to balance your checkbook, pay your bills and take care of those basic math
things. But their own personal experiences also led many to see STEM skills optional, or at least
not a top priority. A father said: In all the years after high school, I have not used any algebra at
all for what I do.
Do you think the following is essential for students to learn before they graduate high school?
Parents say reading, writing, arithmetic and good work habits are absolutely essential for
students to learn, but considerably fewer parents say advanced math and science are essential
Absolutely essential Important, but not essential
Making sure students learn basic reading and writing skills
Having basic math skills
Being punctual, respectful of others and finishing work on time
Being able to work well as part of a team
Knowing how to utilize modern technology
Understanding basic scientific ideas and principles
Being able to use concepts taught in algebra
Understanding advanced sciences like physics
Understanding higher-level math like calculus
Knowing how to speak a foreign language
36% 91% 55%
37% 93% 56%
54% 95% 41%
43% 92% 50%
100% 89% 12%
88% 100% 12%
85% 100% 15%
79% 99% 20%
78% 100% 22%
63% 96% 33%
Most Atlanta parents reject the old chestnuts that students who excel in math and science are
boring and that ability in these subjects is something kids are mostly born with. Most
woulon`t object at all il their chilo enoeo up in an aovanceo math or science nelo. Still. manv
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 Atlanta and other areas, parents often seemed unaware of the degree to which the needs
of the work force are changing and of the predicted talent shortages in engineering and other
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 Atlanta parents (29 percent) say that students who excel in math and science
tend to be less popular; 64 percent reject that view.
Just 13 percent say that math and science ability is something kids are mostly born with; 83
percent say this is something that can be learned in school.
Only a quarter of the parents (25 percent) say that they themselves would be unhappy if their
child pursued an advance science or math career.
Even so, most Atlanta parents value the idea of being well-rounded. A solid majority (56 percent)
say that students who are well-rounded but not very strong in math are more likely to end up with
a high-paying career.
A substantial number (44 percent) 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 Atlanta parents are calling for their own childrens schools to
place more emphasis on math and science, and about 4 in 10 fear their own child would be
really unhappy in a math or science job. Although this is not a majority of parentsand as
noted earlier, the parents themselves dont seem to have major objections to a math or science
career lor their chiloit ooes renect parents` juogment that thousanos ol Atlanta`s stuoents are
already 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 34 percent of Atlanta parents say their own childs school should be teaching more math and
science.
Less than half want their childs school to put more emphasis on math (43 percent) or on science
(40 percent). In contrast, 53 percent want their childs school to put more emphasis on English
and writing and 56 percent want more emphasis on computers.
Forty-one percent of Atlanta parents believe their child would be really unhappy in a job that
required a lot of math or science, with 1 in 5 saying they believe this strongly.
About half (51 percent) think students often dislike math and science because they see these
subjects as irrelevant to their lives.
Nearly three-quarters (74 percent) say that creating partnerships with local businesses so students
would understand the skills needed in the workplace would help a lot to improve math and
science education at their childs school.
Finding 4:
Its all right now
Overall, most parents give teachers in the STEM subjects very good marks. Most say their
children were well prepared for high school math and science when they came out of 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. About half of Atlanta 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.
Atlanta 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
(76 percent), making sure children are ready for college-level math (71 percent), getting students
excited about learning math (65 percent) and helping struggling students keep up (65 percent).
Science teachers get similarly high marks. Healthy majorities say that their childs teachers are
mostly succeeding in showing that science is relevant and important (71 percent), making sure
children are ready for college-level science courses (70 percent), getting students excited about
learning science (63 percent) and helping struggling students keep up in science (56 percent).
Most say teachers are mostly succeeding in helping students use cutting-edge technologies (68
percent) and learning important computer and technology skills (64 percent). Six in ten say
schools are mostly succeeding in having up-to-date, well-equipped science labs.
Asked why some students do poorly in math and science, half of parents (51 percent) say 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.
Over half of high school parents say their children were well-prepared for high school science (55
percent) and high school math (55 percent) when they left middle school.
Large majorities of high school parents whose children are college-bound expect them to be well-
prepared for college-level science (70 percent) and math (74 percent).
Unfortunately, parents who do not expect their children to go on to college are much less secure
about their preparation; 57 percent say they dont know whether their children will have the skills
for the workplace or not.
Another cautionary note is that the parents ratings for their own childrens current teachers
are somewhat less stellar: 41 percent say their childs current math teacher is especially good,
but 48 percent say he or she is average. Likewise, 38 percent say their childs current science
teacher is especially good, but 51 percent say he or she is average.
Finding 5:
Teachers are ne and my kids are on track, but
Whatever concerns Atlanta parents have about the quality of math and science teachers, they
are oivioeo about whether it woulo be a gooo ioea to pav teachers in these nelos more because
these positions are haroest to nll. Thirtv-three percent think it woulo help a lot. 21 percent think
it would help a little and 37 percent think it would do nothing at all to improve the situation.
Worry about how well public schools are doing overallwhether they are based on fully accurate
information or notsometimes blunt parents focus on the math and science challenge. Many
parents are worried about whether youngsters are learning basic math, so to them, the idea of
promoting more advanced coursework can seem like a secondary goal. Similarly, large numbers
of parents believe that social problems and student behavior are more serious issues for Atlanta
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.
When they focus on the public schools overallas opposed to the education their own child is
gettingover half of Atlanta parents (54 percent) believe they need to be doing better.
Much of parents focus is on the social problems facing local schools rather than the academic
ones. Fifty-four percent of Atlanta parents say that social problems and kids who misbehave
are a more pressing problem for local high schools than low academic standards and outdated
curricula (33 percent).
Consequently, they are split about what the systems top priority should be: 35 percent want to
reduce class size, 27 percent would improve math and science education, 18 percent would up
teacher pay and 16 percent want the top priority to be universal pre-school.
Even when they focus on their own childs schools, Atlanta parents are split on what the top priority
should be; 40 percent would opt for improving math and science education, but 37 percent say
the school has much more basic problems that neeo to be nxeo nrst.
Over half of Atlanta parents (58 percent) are concerned that students today are not really
learning basic math.
The level of concern about whether students are learning basic math is underscored by Atlanta
parents views on using calculators in math class. The vast majority of Atlanta parents (77 percent)
consider learning to do basic math by hand as very important, with more than three-quarters
agreeing with this idea strongly. They dont object to calculators entirely; over half (57 percent)
believe that having students use calculators so they can concentrate on math concepts would help
math education a lot.
Solutions that zero in on helping students who are failing or struggling with science and math
attract a lot ol support. Sixtv-nve percent sav that making these stuoents atteno alter-school
classes would improve the situation a lot; 60 percent back requiring them to study these subject
in the summer; 53 percent believe that grouping students with other of similar ability would also
help a lot.
Finding 6:
Other issues can crowd out concerns about
higher-level math and science
In contrast, just 43 percent want all students to pass a challenging test in math and science for
graduation, and even fewer like the idea of extending the school year a month to make sure all
students fully master the curricula.
Given the widespread view that their children 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),
Atlanta parents are surprisingly open to upping graduation requirements in this area. Large
numbers say all students should take math and science all four years of high school, and about
half reject the idea that students 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, 8 in 10 Atlanta parents (80 percent) say every student should take four years
of math and four years of science in high school.
Three-quarters (76 percent) agree that students will learn critical thinking skills from studying
these subjects even if they dont use them after graduation.
Most (63 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: 47 percent say that the courses arent needed
because dont use the knowledge later, but 50 percent reject that idea.
Most Atlanta parents (59 percent) say they think that having a national curriculum in math and
science so that schools everywhere teach the same topics would improve education in their own
chilo`s school. Sixtv-nve percent sav making stuoents who are lailing math ano science take alter-
school classes would also help students a lot.
Finding 7:
Maybe its okay to make them study it
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% 74% 20%
90% 65% 25%
85% 59% 26%
89% 57% 32%
74% 53% 21%
Requiring students to pass challenging tests in math and science in order to graduate
75% 43% 32%
Requiring students struggling with math or science to take summer school in those subjects
75% 43% 32%
Extending the current school year by one month to ensure that all students fully understand the
math and science curricula
63% 38% 25%
Paying math and science teachers more than English and social studies teachers because those
positions are hardest to fill
54% 33% 21%
More than a third of Atlanta parents qualify as what might be termed cutting edge in their
views about education. They see advanced study in math and sciencealong with foreign
languagesas critical world-class skills that are essential in todays world. While the majority of
parents may not see education in this light, these numbers represent a substantial and potentially
innuential group one that coulo be energizeo to support specinc proposals.
Over half of Atlanta parents (54 percent) consider being able to use algebraic concepts absolutely
essential for student to learn before they graduate.
Substantially more than a third consider advanced sciences like physics (37 percent) and higher
level math like calculus (36 percent) also absolutely essential.
Forty-three percent also say that knowing how to speak a foreign language is absolutely
essential.
Notably fewer parents in the Kansas City metropolitan area and Erie, Pennsylvania thought the
advanced math and science or foreign languages were absolutely essential.
Atlanta parents are also more likely to agree that advanced math and science skills are
crucial in todays changing economy (62 percent of Atlanta parents versus 50 percent in Erie
agree strongly).
Finding 8:
Theres a group of potential cheerleaders and backers
Percent who say that the following is absolutely essential for students to learn before they graduate
high school:
Considerably more Atlanta parents say advanced math and science and foreign language skills
are essential
Knowing how to speak a foreign language 43% 32% 20%
Understanding advanced sciences like physics 37% 26% 24%
Undertanding higher level math like calculus 36% 28% 22%
Atlanta Kansas City Erie
Do you agree that in order to meet the demands of a changing economy, it is more important than ever
for students to take advanced math and science courses?
Atlanta parents are also more likely to believe that advanced math and science is crucial for
success in todays economy
Strongly agree Somewhat agree
Atlanta
87%
26%
62%
Erie
83%
33%
50%
The nnoings in How Much Math ano Science
Do Todays Students Need? are based on 400
telephone interviews with a sample of parents
in Atlanta, Georgia whose child is currently
attenoing public school in graoes o12.
Interviews were conducted between October 1
and October 28, 2007. The survey was preceded
by four focus groups with parents and teachers.
This research is part of a series of Public
Agenda surveys on math and science education.
Drawing on STEM-relateo nnoings in a national
education 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 Erie, Pennsylvania
(report forthcoming).
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 Atlanta, Georgia whose child is currently
attenoing public school in graoes o12.
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 Survey Sampling International
and was drawn at random from their database.
This study used a mixed sample of 70 percent
listed and 30 percent random digit dial samples.
Statistical weighting was designed from United
States Census Bureau statistics, as all samples
were drawn at random in proportion to each
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
graoes o12. oemographic questions to oescribe
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 Atlantaone 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 !00
telephone interviews with a sample of parents in Atlanta, Georgia whose child is currently attending
public school in graoes o12. Interviews were conoucteo between October 1 ano October 28. 2007.
The survey was preceded by four focus groups with parents and teachers.
Full Survey Results
1 All in all, would you say things in your community are heading
in the right direction or are they off on the wrong track?
Right direction 64
Wrong track 25
Dont know 10
2 What do you think is the most important problem facing
your community today?
Crime/violence 19
Drugs/alcohol 13
Education/quality of education 13
Economy/budget 3
Lack of jobs/unemployment 3
School/educational funding 2
Health care/lack of affordable health care/insurance 1
Overcrowding/increasing population/overgrowth 5
High taxes 1
Gangs 3
Illegal immigration 2
The lack of economic development/industry 1
Overdevelopment/overbuilding 2
The lack of affordable housing 1
Tralnccongestion 3
Government/politics 2
The lack of parental control/supervision 2
The lack of youth recreation/recreational activities 3
Public safety/security 2
Poverty/homelessness 1
Infrastructure/roads/sewage 2
The lack of water/water shortage 4
The environment/pollution/trash 2
The breakdown of the family 2
Out of control children/teenagers 5
Lack of connection in the community 2
High gas prices *
None/no concerns 6
Other 12
Dont know 4
3 Thinking now about job opportunities where you live, would you say
there are plenty of good jobs available or are good jobs difcult to nd?
Plenty of good jobs available 33
Gooo jobs are oilncult to nno 50
Lots of some jobs, few of others (Vol.) 7
Dont know 8
Atlanta
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 43
Gooo jobs are oilncult to nno 41
Lots of some jobs, few of others (Vol.) 4
Dont know 12
6 Would you say that generally speaking, the schools in your community
are doing a good job preparing students to be successful as adults,
or do they need to be doing a lot better?
Doing a good job preparing students 44
They need to be doing a lot better 54
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 54
Low academic standards and outdated curricula 33
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 35
Making pre-school available to all children 16
Improving math and science education 27
Paying teachers more 18
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 7
Far behind other countries 66
About the same 21
Dont know 5
10 Here are some things the schools may or may not need to teach students
before they are done with high school and go out into the real world.
Making sure students learn basic reading and writing skills
Absolutely essential 89
Important, but not essential 11
Not important
Dont know
Knowing how to speak a foreign language
Not important 6
Dont know 1
Atlanta
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 1
Dont know 2
Understanding advanced sciences like physics
Not important 5
Dont know 2
Having basic math skills
Not important
Dont know
Understanding higher-level math like calculus
Not important 7
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 1
Dont know
Being able to use concepts taught in algebra
Not important 3
Dont know 2
Knowing how to utilize modern technology
Not important *
Dont know
Atlanta
n=400
(%)
12 Do you agree or disagree with the following statements?
Students today are not really learning basic math
Strongly agree 35
Somewhat agree 23
Somewhat disagree 17
Strongly disagree 22
Dont know 3
Many more companies would move into your area if it had a reputation
for workers with great science and math skills
Strongly agree 33
Somewhat agree 30
Dont know 9
The students who are strong in math and science tend to be less popular
Strongly agree 15
Somewhat agree 14
Dont know 7
Students with advanced math and science skills will have a big advantage
when it comes to work and college opportunities
Strongly agree 71
Somewhat agree 20
Somewhat disagree 4
Strongly disagree 3
Dont know 2
I would be really unhappy if my childs career required advanced
math or science
Strongly agree 13
Somewhat agree 12
Dont know 3
Requiring students to take advanced math classes in high school is not
really needed because most students never use it and do not remember
what they learn
Strongly agree 17
Somewhat agree 18
Dont know 2
Requiring students to take advanced science classes in high school
is not really needed because most students never use it and do not
remember what they learn
Strongly agree 21
Somewhat agree 26
Dont know 2
Atlanta
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 21
Dont know 1
Every student should take four years of math and four years of science
in high school
Strongly agree 59
Somewhat agree 21
Strongly disagree 6
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 76
Somewhat agree 17
Somewhat disagree 3
Strongly disagree 3
Dont know 2
In order to meet the demands of a changing economy, it is more important
than ever for students to take advanced math and science courses
Strongly agree 62
Somewhat agree 26
Somewhat disagree 9
Strongly disagree 2
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 77
Somewhat agree 17
Somewhat disagree 4
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 13
Something kids can learn in school and develop with experience 83
Dont know 3
Atlanta
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 51
Neither 6
Dont know 4
16 And of these two statements please tell me which statement better
explains why students may do poorly in math and science. Would you
ay it is because
Many students simply lack the discipline and focus to do well in these
kinds of subjects 49
Most parents do not expect their kids to do well in these subjects 35
Dont know 13
17 Which comes closer to your view?
Most students dont need to study higher math skills like advanced algebra 26
It is crucial for most of todays students to learn higher-level math 69
Dont know 4
19 Which comes closer to your view?
Most students dont need to study higher-level science like physics 37
It is crucial for most of todays students to learn higher-level science 59
Dont know 4
21 If you had to choose, which student would you say is more likely
to end up with a solid career that pays well?
The student who is very strong in math and science, but not in other areas 35
The student who is educationally well-rounded, but not very strong in math 56
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 48
Female 52
23 Is your childs school an:
Elementary school 13
Middle 36
High school 50
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 34
Less math and science 2
Things are nne as is 60
Dont know 3
Atlanta
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 37
The school needs to improve math and science education as quickly
as possibleit cannot afford to wait 40
Nothing neeos to be nxeo in the school 15
Dont know 7
26A Thinking back to when your child entered high school from middle
school, did you feel he/she had the science skills to be well prepared
for high school work, or do you feel he/she was somewhat prepared
or poorly prepared?
Well prepared 55
Somewhat prepared 35
Poorly prepared 10
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 39
Poorly prepared 10
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 55
Poorly prepared 8
Dont know *
28 How likely is it that your child will attend college after graduating
high school?
Very likely 78
Somewhat likely 19
Not too likely 2
Not at all likely 1
Dont know *
29 When your child graduates from high school, will he/she have the MATH
skills needed to succeed in COLLEGE, or will he/she lack these skills
or are you not sure?
Yes, child will have skills to succeed in college 74
No, child will not 4
Not sure 22
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 70
Not sure 27
Dont know *
Atlanta
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 30
Not sure 55
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 65
Mostly failing 21
Somewhere in between 9
Dont know 5
Getting excited about learning science
Mostly failing 21
Dont know 6
Showing your child that math is relevant and important in the real world
Mostly failing 14
Dont know 4
Showing your child that science is relevant and important in the real world
Mostly failing 15
Dont know 10
Teaching students how to make the most of cutting-edge technologies
Mostly failing 19
Dont know 6
Helping struggling students keep up in math
Mostly failing 16
Dont know 12
Helping struggling students keep up in science
Mostly failing 20
Dont know 16
Atlanta
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 12
Dont know 8
Making sure your child is ready for beginning college-level science
Mostly failing 16
Dont know 9
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 19
Dont know 14
Having teachers and equipment that can help students learn all the newest
and most important computer and other advanced technology skills
Mostly failing 19
Dont know 9
34 In general, do you think the MATH your child is learning is harder,
easier or about the same as when you were in school?
Harder 69
Easier 7
About the same 22
Dont know 2
35 In general, do you think the SCIENCE your child is learning is harder,
easier or about the same as when you were in school?
Harder 58
Easier 7
About the same 34
Dont know 2
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 43
Less 2
Dont know 1
Atlanta
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 40
Less 3
Dont know 1
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 56
Less 1
Dont know 2
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 53
Less 1
Dont know *
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 37
Less 2
Dont know 3
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 39
Less 6
Dont know 4
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 37
Less 6
Dont know 3
Atlanta
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 41
Average 48
Below average 4
Dont know 7
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 38
Average 51
Below average 3
Dont know 7
40 Do you agree or disagree with the following statement? Your child would
be really unhappy if he/she ended up in a job or career that required
doing a lot of math or science.
Strongly agree 20
Somewhat agree 21
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 33
A little 21
Nothing at all 37
Dont know 8
Putting students in classes according to their ability, so that fast learners
are together in one class and slower learners are together in another
A lot 53
A little 21
Nothing at all 21
Dont know 5
Encouraging students to rely more on calculators so that they
can concentrate on math concepts instead of doing math by hand
A lot 57
A little 32
Nothing at all 8
Dont know 3
Requiring students struggling with math or science to take summer
school in those subjects
A lot 60
A little 27
Nothing at all 9
Dont know 4
Atlanta
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 59
A little 26
Nothing at all 11
Dont know 4
Extending the current school year by one month to insure that all students
fully understand the math and science curricula
A lot 38
A little 25
Nothing at all 32
Dont know 6
Requiring students to pass challenging tests in math and science
in order to graduate
A lot 43
A little 32
Nothing at all 20
Dont know 5
Making students who are failing math and science attend classes after
school to catch up with the rest of the class
A lot 65
A little 25
Nothing at all 8
Dont know 2
Have local businesses provide internships and other partnership
programs to expose high school students to the workplace so they
can acquire job skills
A lot 74
A little 20
Nothing at all 3
Dont know 3
Atlanta
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
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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
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1 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED?

HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE

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