Articles

Important, but not for me: Math, science, technology education

Public Agenda Alert
September 19, 2007

There is growing consensus among the nation’s leaders that unless schools do more to nurture young Americans with strong skills in math, science and technology, U.S. leadership in the world economy is at risk. But our new research report, part of a multi-year project on math and science education, concludes that Kansas and Missouri parents and students didn’t get the memo.

"Important, But Not for Me" finds just 25 percent of Kansas/Missouri parents think their children should be studying more math and science; 70 percent think things "are fine as they are now." The report also explains why parents and students are so complacent in this area and what might build more support for math and science.

Parents and students are aware of the United States’ slippage in international standings and recognize that students who complete advanced courses can expect a successful future. But the report also describes a disconnect between this understanding and their own personal interests and expectations.

Both parents and students are satisfied with their schools' math and science teachers and curriculum. Also, kids do not buy into the stereotypes that students who do well in these subjects are less popular or socially awkward.

But three-quarters of students say that math and science are irrelevant to their lives. When such courses are required for college, it seems to make the difference. In the survey, parents and students both said they would be most motivated by arguments that relate to future opportunities for young people in higher education or in the job market.

More abstract arguments are not likely to work, the report concludes. While policy leaders often invoke dire warnings about national competitiveness, the research found that parents and students are less moved by this argument than they are by the idea that a strong math and science background might give a leg up on college applications.

"Important, But Not for Me" is part of a three-year public engagement project on math, science and technology education conducted by Public Agenda and funded by The Ewing Marion Kauffman Foundation. Public Agenda has prepared a public engagement toolkit, including video discussion starter guides for organizers, facilitators and participants. The materials are the centerpiece of community forums that will be held in Kansas and Missouri.

To download the full report and the toolkit, visit: http://www.publicagenda.org/importantbutnotforme/index.cfm

Copyright 2007 Public Agenda. www.publicagenda.org.

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