The Challenge

On November 23, 2009, President Where we are now:

Obama announced the Educate to
•  Job growth in science and engineering fields is
Innovate campaign:
outpacing overall job growth by 3:1
(National Science Board, 2008)

“Whether it's improving our health or •  U.S. students rank 25th in math and 21st in
harnessing clean energy, protecting our science skills internationally
security or succeeding in the global (Trends in International Mathematics and Science Study, 2007)

economy, our future depends on •  School districts spend 50% of professional

reaffirming America's role as the development funds on science but only 21%
world's engine of scientific discovery on math
and technological innovation. And that (U.S. Department of Education, 2008)
leadership tomorrow depends on how
we educate our students today,
especially in math, science, technology
and engineering.”

2
The Survey
•  The survey was designed to explore three key questions:
–  How receptive are Americans generally – and parents specifically –
to expanded STEM study in K-12 education?
–  Given the significant attention leadership is devoting to the issue,
has it become a more urgent issue for people generally?
–  What misperceptions and gaps in knowledge need to be addressed
to help people understand the STEM challenge?
•  The survey, conducted in December 2009, questioned
1406 individuals, including 646 parents
•  Margin of error: ±2.8% (See www.publicagenda.org for more
details on the methodology)

3
Overview: Five key findings
1.  Most Americans see STEM education as a doorway to future
opportunities but are less likely to see STEM skills as an advantage
in today’s economy.
2.  Most parents want their own child to take more math and science
courses and are receptive to various proposed reforms.
3.  Parents support investing in STEM education, especially in areas
where they see potential careers.
4.  There is still an urgency gap between leaders and the public –
most are confident that local schools are doing a good job.
5.  Advanced math and science in high school and science instruction
in elementary grades are still not priorities for the public.

4
1. Most Americans see STEM education as a
doorway to future opportunities – getting into
college and getting a job in the future. They
are less convinced that STEM skills are a
special asset in today’s economy.

5
Studying advanced math and science is seen as important for
college and future jobs.
Percent of the general public who agree that: Strongly Agree Somewhat Agree

Students with advanced math and science skills will have a

66% 22% 88%
big advantage when it comes to college opportunities.

In the future, there will be a lot more jobs that require

54% 30% 84%
advanced math and science skills.

Most good colleges expect students to have advanced math

and science courses like calculus or physics in their high 40% 28% 68%
school transcripts.

0% 50% 100%
Note: Question wording in charts may be slightly edited for space. Full question wording is available at
publicagenda.org/pages/math-and-science-ed-2010. Percentages may not equal 100% due to rounding or the omission of some answer categories.

6
But only 3 in 10 see a demand for STEM-focused jobs in the
current economy.

Base: General public

7
Still, 9 in 10 Americans say studying math and science is
useful even for students who don’t pursue STEM careers.
Even if students don’t use advanced math and science after school, the subjects can
teach them critical thinking skills that will help them following graduation.

Somewhat Agree
26%

Strongly Agree
Somewhat Disagree
63%
4%
Strongly Disagree
4%
Don't know
3%

Base: General public

8
2. Most parents want their own children to take
more math and science courses, and they are
receptive to many ideas for improving STEM
education, including:
–  Having national standards for science and math
–  Attracting better teachers
–  Increasing coursework in high school
–  Having local businesses play a role

9
Parents want their child to take more STEM courses in high
school.

• 60% of parents strongly agree that “it is very important to

me that my child takes some advanced math classes in high
school” (24% agree somewhat)

• 54% of parents strongly agree that “it is very important to

me that my child takes some advanced science classes in high
school” (27% agree somewhat)

10
Americans are receptive to national standards and additional
course requirements.
Percent of the public who say the following would improve math and science : A lot A little

Requiring all students to take four years of math in high school 68% 22%

Requiring students struggling with math or science to spend extra time to catch up 61% 32%

Requiring all high school students to take a science class that includes lab work 59% 31%

Requiring all students to take four years of science in high school 54% 32%

Requiring all 8th grade students to take algebra 54% 30%

Establishing a national curriculum in MATH so schools everywhere teach the same topics 53% 27%

Requiring students to pass challenging tests in math and science in order to graduate 50% 31%

Establishing a national curriculum in SCIENCE so schools everywhere teach the same topics 48% 30%

Requiring all high school students to take at least one engineering class 39% 38%

11
There is also broad support for other ways to build awareness
and strengthen STEM skills.
Percent of the general public who say the following would improve math and science : A lot A little
Have local businesses provide internships and other business partnership programs,
so high school students can gain practical job skills 71% 22%

Putting math and science ideas in television, video games and

other media directed towards children 60% 29%

Attracting better math and science teachers by providing

Full college scholarships to people who major in math or science and
agree to teach these subjects in public school for at least five years
60% 29%

Note: The full question list from this battery is available in the Full Survey Results at publicagenda.org/pages/math-and-science-ed-2010.

12
3. Parents support investing in STEM education
in a variety of ways – especially to give
students more sophisticated technical skills
with career potential they can visualize.

13
Most parents would like to see their local schools spend more
money on a variety of STEM education improvements.
Percent of parents who say schools should spend more money on:

Up-to-date and well-equipped science labs

[secondary school parents] 70%
More equipment for hands-on science learning
[elementary school parents] 69%
Equipment to help students learn important computer and technology skills
[all parents] 68%
Hiring more teachers who are knowledgeable about teaching math
[all parents] 65%
Hiring more teachers who are knowledgeable about teaching science
[all parents] 62%
Hiring more teachers who are knowledgeable about teaching reading and writing
[all parents] 61%
14
4. However, there is still an urgency gap
between the way leaders and the public see
the STEM issue. Parents are somewhat more
likely to see improving math and science
education in local schools as a priority, but
most remain confident their local schools are
fine and that most math and science teachers
are highly qualified.

15
More parents say their school should be teaching a lot more
math and science than in 2006, but a majority still say that
“things are fine as is.”
Do you think that your child’s school should be teaching him/her a lot more math and
science, less, or are things fine as they are?
100%

2006*
2009
57%
52%
45%
50%
32%

2% 2%
0%
More math and science Less math and science Things are fine as is
*Source: “Reality Check 2006: Are American Parents and Students Ready for More Math and Science?”

16
About a quarter of all Americans want to see money go to
improving math and science, but other reforms are contenders
for limited dollars.
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…?

Improving math and Paying teachers

science education more
27% 20%
Don't know
5%
Making pre-school
available to all
children Reducing class size
15% 33%

Base: General public

17
Leadership studies show many math and science teachers are not certified
in their field.
• In middle-school, only 54% of math, 55% of life science and 33% of physical science teachers
majored or have full certification in their field. (
NCES, Schools and Staffing Survey, 2003-2004; National Science Foundation, Division of Science Resources Statistics, special tabulations)

• In high school, 87% of math, 92% of life science and 78% of physical science are fully
qualified, but there are fewer highly-qualified teachers in lower-income and minority schools.
(Ibid.)

• Only 43% of graduating seniors are ready for college math, and only 28% are ready for
college science. (ACT College Readiness Report, 2007)
While leadership believes math and science teachers need major
improvement, the public believes math and science teachers are qualified in
their subject areas.
• 78% of Americans believe that “in order to teach science in high school you have to have
either majored in science or passed a test that shows they are qualified to teach it.”
• 71% of Americans believe that “most students studying math in middle and high school are
taught by teachers who either majored in math or passed a test that shows they are qualified
to teach it.”

18
Although views have shifted a little, most parents still see
behavior issues as more of a problem than low academic
standards.
Do you think the most pressing problems facing the high schools in your local
community more likely come from…?
100%

2006*
73% 2009
63%

50%

27%
15%

0%
Social problems and kids who misbehave Low academic standards and outdated curricula
Base: Parents of children in grades K-12
*Source: “Reality Check 2006: Are American Parents and Students Ready for More Math and Science?”

19
5. Study of advanced math and science, such as
calculus and physics, in high school and
teaching science in elementary grades are
still not priorities for the public.

20
 Despite receptivity to ramping up STEM education, most still
do not see skills like physics and calculus as essential.
Percent of the public who says the following is something schools need to teach students before
they are done with high school and go out into the real world:

Basic reading and writing skills 91%

Basic math skills 87%

Being able to work well as part of a team 74%

Basic scientific ideas and principles 56%

Being able to use concepts taught in algebra 50%

Knowing how to speak a foreign language 31%

Understanding advanced sciences, like physics 28%

Advanced math, like calculus 26%

0% 50% 100%

21
 Secondary school parents see applied STEM skills as a higher
priority than advanced math and science.
Percent of secondary school parents who say schools should place more emphasis on:
Practical math skills like figuring
out sales tax and balancing a 65% Concepts taught in algebra 47%
checkbook

Computer programming 65% Civics and social studies 45%

Teaching students to work well as

62% Foreign language skills 45%
part of a team

Basic reading and writing skills 55% Advanced sciences, like physics 42%

Basic engineering principles 52% Advanced math, like calculus 42%

Basic scientific ideas and Fine arts, such as painting, music

51% 40%
principles and drama

Statistics and probability 49% Sports and physical education 34%

0% 50% 100% 0% 50% 100%

22
Elementary school parents see technology and hands-on
STEM courses as a higher priority than just math concepts.
Percent of elementary parents who say their schools should place more emphasis on:
Computer and technology skills 59%

Reading and writing skills 54%

Hands-on science activities 52%

Handwriting or penmanship 52%

Learning how to cooperate, share and work with others 50%

Basic math like multiplication and long division 49%

Math concepts like estimation and word problems 49%

Physical education 41%

Social studies and geography 39%

Art or music 34%

0% 50% 100%

23
And nearly 7 in 10 Americans say science can wait until
middle and high school.
Which comes closer to your view, even if neither is exactly right?
Don't know
4%

It is more important for

elementary school
Elementary schools
students to focus on need to focus more on
reading, writing and
science; children need
mathematics; there is to understand basic
plenty of time to learn
scientific principles
science in middle and
before they enter 6th
high school. grade.
68% 28%

Base: General public

24
Implications for STEM leaders and educators.
•  The public is receptive, but leaders have to lead.
•  The public is open to many different strategies for improving
STEM education.
•  Emphasizing current and future opportunities in fields like
engineering, computer programming and statistics would be
helpful.
•  Business and education leaders need to help people understand
what needs to happen in their local schools to have top-notch
STEM education.
•  More needs to be done to emphasize the importance of
elementary science education.

25
For complete survey details, visit Public Agenda
Online at
publicagenda.org/pages/math-and-science-
ed-2010 and join the discussion on Facebook and
Twitter (@PublicAgenda).

For questions, contact Melissa Feldsher at

mfeldsher@publicagenda.org.

26
27