1 / 48

ETSU: Confronting the Math and Science Challenge May 29, 2008 Jonathan Rochkind

Public Agenda. I mportant, But Not for Me: How Parents and Students See Math and Science Education in the Public Schools. ETSU: Confronting the Math and Science Challenge May 29, 2008 Jonathan Rochkind. Who We Are. Public Agenda : Nonpartisan, nonprofit Opinion research and engagement

anika-morris
Télécharger la présentation

ETSU: Confronting the Math and Science Challenge May 29, 2008 Jonathan Rochkind

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Public Agenda Important, But Not for Me:How Parents and Students See Math and Science Education in the Public Schools ETSU: Confronting the Math and Science Challenge May 29, 2008 Jonathan Rochkind

  2. Who We Are • PublicAgenda: • Nonpartisan, nonprofit • Opinion research and engagement • Focuses on the gaps between leaders and the public

  3. Our Research Public Agenda, 2007 Reality Check – 2005/2006 Public Agenda, commissioned by the Wallace Foundation, conducted nation-wide research on a variety of education issues with • 1,379 parents of children in public school • 1,342 public school students in grades 6-12 • 721 public school teachers • 252 school principals • 254 school district superintendents • Some questions were replayed from a 1994 study we conducted “First Things First” 2

  4. Our Research Important But Not For Me - 2007 Public Agenda, commissioned by the Ewing Marion Kauffmann Foundation, conducted in Kansas and Missouri, with emphasis on Kansas City, research that focused solely on people’s views of math and science 1472 interviews with parents of students in secondary school, and 1295 students. Twelve focus groups with parents, students and teachers Fifteen interviews with business, education and community leaders

  5. General Nationwide Views on Education Public Agenda, 2007 4

  6. Most Parents Say Schools Today Are Better Than Before Public Agenda, 2008 5

  7. Parents Are Optimistic That The Schools Are Preparing Their Children Adequately

  8. And Think Schools are Instituting Standards Well 8 Public Agenda, 2008

  9. Concerns About Standards Have Dropped % of parents who say the following are a “very serious” problem in their child’s school: Lack of emphasis on basics Low academic standards Public Agenda, 2008 9

  10. The Problems Facing Local High Schools Are More Social Than Academic

  11. Parents’ concern about math and science education has fallen since the mid-1990s

  12. Kansas and Missouri: Math and Science Public Agenda, 2007 12

  13. The Urgency Gap: Leaders “Today’s global language for economic competitiveness is math and science.” --Business leader “We are creating a class society based on the gaps of those who are scientifically and mathematically advanced and those who aren’t.” --Scientist Public Agenda, 2007 13

  14. “We look for [workers] who are about to graduate from college in a lot of very technical fields… often we just can’t find anyone” • --Scientist

  15. Parents do think the U.S. is falling behind other countries

  16. And Agree that Advanced Math and Science Lead to Opportunity…

  17. …Yet, the Amount of Math and Science Their Children Are Learning Is Fine

  18. Math and Science Education Does not Need to Quickly Improve

  19. Parents Say Their Students’ Teachers Are Succeeding

  20. And While Basic Math is Considered Essential…

  21. Higher-Level Math and Science are Not

  22. Algebra, Though, Is Considered Essential

  23. “If you have a child that decides that they don’t want to go to college, why should they have to take a bunch of math and science? Maybe they decide they don’t want to become a doctor or computer whiz…I think the drive, ethics, and work ethic are more important than math or science per se” --A suburban parent

  24. And Only About 4 In 10 See Computer Skills As Absolutely Essential

  25. Students also Don’t See Higher-Level Math and Science As Essential

  26. Students Are Likely to Think that All Students Can Learn Math and Science

  27. And Most Students Think Teachers Are Helping Them “Learn A Lot”

  28. They do not Think Math and Science Kids are Uncool

  29. They’re More Likely to Think the Problem is Relevancy

  30. “I hate math just because it’s hard for me to understand how that’s ever going to come back and help me. There’s just not a point.” --Suburban student “Science doesn’t matter unless you want to become a doctor or something like that.” --Exurban student

  31. More than 4 in 10 Would Be Unhappy With a Career that Relied on Math or Science

  32. African-American and Hispanic Students are Less Satisfied with Their Math Teachers Kansas/Missouri Students Report Their Math Teachers Are Mostly Succeeding When It Comes To… Knowing a lot about the subject Giving students extra help

  33. And African-American And Hispanic Students Are More Concerned About Improving Math And Science Students Outlook on Math and Science Courses (National data) Kids not being taught enough math and science is a very or somewhat serious problem in their school Greatly increasing number and quality of math/science courses would improve high school a lot or quite a bit

  34. The Urgency Gap • Leaders say schools must do more to create strong minds in math and science; our country’s success is at stake. • And though parents are generally aware that the US is falling behind in math and science opportunities…

  35. The Urgency Gap (Continued) • The satisfaction with their schools and their teachers indicates complacency in both parents and students • Basic math and science is viewed as essential by both parents and students… • But they do not think understanding of higher level math and science is essential in high school

  36. Closing the Gap: Parent’s Recommendations on Improving Math and Science

  37. Student’s recommendations (national data)…

  38. Students’ Recommendations

  39. What Can Leaders do? • Draw the clear connection between mastery of math and science with more job opportunities and economic success. • Make the distinction that while it is essential for everyone to know basic math and science, a key to economic success is knowledge of advanced math and science

  40. A Tale of Two Cities: Atlanta, Georgia Erie, Pennsylvania Public Agenda, 2007 41

  41. Parents in Both Cities Found Their Children Were Prepared For High School Math And Science % who say their kids were “Well” or “Somewhat” prepared for math and science when entering high school Public Agenda, 2008 42

  42. And Believe Their Children Will Have The Skills To Succeed In College Child will have skills to succeed in subject in college

  43. But Many Parents In Atlanta Are Concerned Their Kids Are Not Being Taught Enough Parents who say schools should have more of each subject

  44. Parents In Atlanta Are Also More Likely To Think Many Subjects, Including Advanced Math And Science, Are Essential… Parents who say this is “absolutely essential” to teach in schools

  45. In Atlanta, More Say Schools Should Fix Math And Science Right Away, In Erie Say Nothing Needs To Be Fixed Atlanta Erie

  46. Parents In Erie Are Far More Likely To Think School Are Doing A Good Job Erie Atlanta

  47. Erie Is Far More Concerned That Few Good Jobs Are Available, Even With Math And Science Skills

  48. For complete survey results and current updates, visit Public Agenda Online at www.publicagenda.org. Public Agenda, 2007 49

More Related