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Many leaders see improving math and science education as a top educational priority. Many are concerned that American youngsters don't study enough for tomorrow's jobs. How do parents in Atlanta See the STEM education challenge?
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How Much Math and Science Do Today’s Students Need? Atlanta
Many leaders see improving math and science education as a top educational priority. Many are concerned that American youngsters don't study enough for tomorrow's jobs. How do parents in Atlanta See the STEM education challenge?
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Many leaders see improving math and science education as a top educational priority. Many are concerned that American youngsters don't study enough for tomorrow's jobs. How do parents in Atlanta See the STEM education challenge?
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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. 4 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE and standards, they may resist them. If they do know how quickly and dramatically the work place is changing, they may still fail to encour- age and support their children in taking chal- lenging STEM courses. Ultimately, their chil- dren may miss the chance to consider one of the 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 5 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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. 6 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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, [W \PMa KIV JM KWVLMV\ \PI\ \PMa IZM 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. 7 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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. 8 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 9 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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: 10 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 11 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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% 12 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 13 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 14 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 15 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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. 16 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 17 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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. 18 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 19 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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% 20 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 21 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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% 22 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 23 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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. 24 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 Absolutely essential 43 Important, but not essential 50 Not important 6 Dont know 1 Atlanta n=400 (%) 25 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 Absolutely essential 63 Important, but not essential 33 Not important 1 Dont know 2 Understanding advanced sciences like physics Absolutely essential 37 Important, but not essential 56 Not important 5 Dont know 2 Having basic math skills Absolutely essential 88 Important, but not essential 12 Not important Dont know Understanding higher-level math like calculus Absolutely essential 36 Important, but not essential 55 Not important 7 Dont know 2 Being punctual, respectful of others and nishing work on time Absolutely essential 85 Important, but not essential 15 Not important * Dont know Being able to work well as part of a team Absolutely essential 79 Important, but not essential 20 Not important 1 Dont know Being able to use concepts taught in algebra Absolutely essential 54 Important, but not essential 41 Not important 3 Dont know 2 Knowing how to utilize modern technology Absolutely essential 78 Important, but not essential 22 Not important * Dont know Atlanta n=400 (%) 26 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 Somewhat disagree 13 Strongly disagree 16 Dont know 9 The students who are strong in math and science tend to be less popular Strongly agree 15 Somewhat agree 14 Somewhat disagree 20 Strongly disagree 44 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 Somewhat disagree 22 Strongly disagree 51 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 Somewhat disagree 23 Strongly disagree 40 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 Somewhat disagree 23 Strongly disagree 27 Dont know 2 Atlanta n=400 (%) 27 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 Somewhat disagree 19 Strongly disagree 35 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 Somewhat disagree 13 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 (%) 28 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 (%) 29 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 Somewhat prepared 51 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 Somewhat prepared 37 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 No, child will not 3 Not sure 27 Dont know * Atlanta n=400 (%) 30 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 31 When your child graduates from high school, will he/she have the skills needed to succeed in the WORKPLACE, or will he/she lack these skills or are you not sure? Yes, child will have skills to succeed in work world 30 No, child will not 15 Not sure 55 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 succeeding 63 Mostly failing 21 Somewhere in between 8 Dont know 6 Showing your child that math is relevant and important in the real world Mostly succeeding 76 Mostly failing 14 Somewhere in between 6 Dont know 4 Showing your child that science is relevant and important in the real world Mostly succeeding 71 Mostly failing 15 Somewhere in between 4 Dont know 10 Teaching students how to make the most of cutting-edge technologies Mostly succeeding 68 Mostly failing 19 Somewhere in between 7 Dont know 6 Helping struggling students keep up in math Mostly succeeding 65 Mostly failing 16 Somewhere in between 5 Dont know 12 Helping struggling students keep up in science Mostly succeeding 56 Mostly failing 20 Somewhere in between 7 Dont know 16 Atlanta n=400 (%) 31 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 succeeding 71 Mostly failing 12 Somewhere in between 10 Dont know 8 Making sure your child is ready for beginning college-level science Mostly succeeding 70 Mostly failing 16 Somewhere in between 5 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 succeeding 60 Mostly failing 19 Somewhere in between 7 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 succeeding 64 Mostly failing 19 Somewhere in between 8 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 Things are nne as is 54 Dont know 1 Atlanta n=400 (%) 32 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 Things are nne as is 56 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 Things are nne as is 41 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 Things are nne as is 45 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 Things are nne as is 58 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 Things are nne as is 51 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 Things are nne as is 54 Dont know 3 Atlanta n=400 (%) 33 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 Somewhat disagree 18 Strongly disagree 34 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 (%) 34 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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 35 HOW MUCH MATH AND SCIENCE DO TODAYS STUDENTS NEED? HOW PARENTS IN ATLANTA SEE THE STEM EDUCATION CHALLENGE 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. 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