Public And Parents Buy Into The Need To Ramp Up Math And Science Education But Most Still Think Their Local Schools Are Doing Fine
These are just some of many surprising realities facing science, technology, engineering and math (STEM) education in public schools, according to "Are We Beginning to See the Light?", a new Public Agenda survey exploring the views of more than 1,400 individuals nationwide, including 646 parents of children grades K-12. The national survey was underwritten by the GE Foundation.
"Giving today's students a world class science and math education is the key to maintaining our country's economic prowess,” said Alan Leshner, Chief Executive Officer of The American Association for the Advancement of Science (AAAS). “Parents are beginning to envision the opportunities for their children in the STEM fields, and I am especially heartened by their receptivity to having high national standards in these critical subjects.”
“The public is open to many different strategies for improving STEM education, and they’re enthusiastic about the overall goal, but much more has to be done to help them understand what’s needed for kids in their local schools to have a world-class science and math education,” said Jean Johnson, director of Education Insights at Public Agenda. “The problem is particularly acute in science. Many parents don’t realize the importance of starting children in science early on. Many think it can easily wait until high school.”
Last November, President Obama launched an “Educate to Innovate” campaign to improve the participation and performance of America’s students in STEM fields. "Are We Beginning to See the Light" provides insight into how Americans perceive the problem and how they identify solutions that could help solve the nation’s STEM education problem.
Survey data were weighted to (1) adjust for the fact that not all survey respondents were selected with the same probability, and (2) account for gaps in coverage and nonresponse biases in the survey frame. Weights were applied to balance region, race, Hispanic ethnicity, income and marital status.
Results of less than 0.5 percent are signified by an asterisk. Results of zero are signified by a dash. Responses may not always total 100 percent due to rounding. Combining answer categories may produce slight discrepancies between numbers in these survey results and numbers in the report.
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q1. Thinking about the U.S. economy, what do you think is the most important thing the United States can do to make sure its economy is healthy. Please tell me the first thing that comes to mind. (Only top responses are listed.) |
|
|
|
| Create more/better paying jobs |
|
37% |
35% |
| Need healthcare/healthcare insurance/reform |
|
10% |
8% |
| Stop spending/giving money |
|
6% |
7% |
| Taxes |
|
6% |
7% |
| Need better education system |
|
6% |
5% |
| Don't know |
|
10% |
11% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q2. Thinking now about job opportunities for people where you live, would you say there are plenty of good jobs available or are good jobs difficult to find? |
|
|
|
| Plenty of good jobs available |
|
11% |
8% |
| Good jobs are difficult to find |
|
83% |
84% |
| Lots of some jobs, few of others (Vol.) |
|
3% |
4% |
| Don't know |
|
2% |
4% |
|
| There is no Q3 |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q4. And are there more jobs available for people who have good math and science skills than there are other jobs, are there fewer jobs for people who have good math and science skills than other jobs, or are there about the same number of jobs available for people with strong math and science skills as there are other jobs? |
|
|
|
| More math/science jobs |
|
33% |
31% |
| Other jobs |
|
13% |
15% |
| About the same number of jobs |
|
44% |
40% |
| Don't know |
|
10% |
13% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| QD5. Does your job require you to use a lot, a little or no math at all? [Base: Asked of those employed full- or part-time] |
|
|
|
| A lot |
|
33% |
36% |
| A little |
|
56% |
53% |
| None |
|
11% |
10% |
| Don't know |
|
- |
1% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q5. 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 |
|
63% |
56% |
| Low academic standards and outdated curricula |
|
27% |
31% |
| Don't know |
|
9% |
13% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q6. 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% |
33% |
| Making pre-school available to all children |
|
15% |
15% |
| Improving math and science education |
|
28% |
27% |
| Paying teachers more |
|
19% |
20% |
| Don't know |
|
3% |
5% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q7. Would you say that generally speaking, the schools in your community are doing a good job preparing students for the following? |
|
|
|
| For college level ENGLISH courses? |
|
|
|
| Doing a good job preparing students |
|
55% |
46% |
| They need to be doing a lot better |
|
38% |
43% |
| Don't know |
|
7% |
11% |
| |
|
|
|
| For college level MATH courses? |
|
|
|
| Doing a good job preparing students |
|
52% |
45% |
| They need to be doing a lot better |
|
41% |
45% |
| Don't know |
|
7% |
10% |
| |
|
|
|
| To be successful as adults? |
|
|
|
| Doing a good job preparing students |
|
53% |
44% |
| They need to be doing a lot better |
|
41% |
48% |
| Don't know |
|
6% |
8% |
| |
|
|
|
| For college level SCIENCE courses? |
|
|
|
| Doing a good job preparing students |
|
50% |
44% |
| They need to be doing a lot better |
|
41% |
45% |
| Don't know |
|
10% |
11% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q8. 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. Do you think this is absolutely essential, important but not essential or not important (for schools to teach students)? |
|
|
|
| Basic reading and writing skills |
|
|
|
| Absolutely essential |
|
90% |
91% |
| Important, but not essential |
|
9% |
8% |
| Not important |
|
1% |
1% |
| |
|
|
|
| Basic math skills |
|
|
|
| Absolutely essential |
|
87% |
87% |
| Important, but not essential |
|
13% |
12% |
| Not important |
|
1% |
1% |
| |
|
|
|
| Being able to work well as part of a team |
|
|
|
| Absolutely essential |
|
80% |
74% |
| Important, but not essential |
|
19% |
24% |
| Not important |
|
1% |
2% |
| |
|
|
|
| Basic scientific ideas and principles |
|
|
|
| Absolutely essential |
|
60% |
56% |
| Important, but not essential |
|
36% |
38% |
| Not important |
|
3% |
4% |
| |
|
|
|
| Being able to use concepts taught in algebra |
|
|
|
| Absolutely essential |
|
55% |
50% |
| Important, but not essential |
|
40% |
41% |
| Not important |
|
4% |
7% |
| |
|
|
|
| Knowing how to speak a foreign language |
|
|
|
| Absolutely essential |
|
36% |
31% |
| Important, but not essential |
|
49% |
52% |
| Not important |
|
14% |
16% |
| |
|
|
|
| Understanding advanced sciences, like physics |
|
|
|
| Absolutely essential |
|
31% |
28% |
| Important, but not essential |
|
55% |
56% |
| Not important |
|
12% |
13% |
| |
|
|
|
| Advanced math, like calculus |
|
|
|
| Absolutely essential |
|
28% |
26% |
| Important, but not essential |
|
58% |
54% |
| Not important |
|
12% |
17% |
| |
|
|
|
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q9. In your own words, what does the phrase "21st century skills" mean to you? Just tell me the first thing that comes to mind. |
|
|
|
| Computer literacy |
|
27% |
27% |
| Technology/More technologically savvy |
|
24% |
20% |
| Having a better education |
|
8% |
11% |
| Other |
|
8% |
10% |
| Communication and teamwork skills |
|
5% |
5% |
| Innovation/Modernization |
|
6% |
5% |
| Reading & writing skills |
|
2% |
5% |
| Math/Math literacy |
|
3% |
5% |
| More & better job skills |
|
2% |
4% |
| Being able to adapt & compete in a global environment |
|
4% |
4% |
| Science/Science literacy |
|
3% |
3% |
| More skills (general) |
|
4% |
3% |
| No/None/Nothing |
|
3% |
3% |
| Electronics |
|
2% |
2% |
| Survival & life skills |
|
1% |
1% |
| English/English literacy |
|
* |
1% |
| Having better problem solving/critical thinking skills |
|
1% |
1% |
| Don't know |
|
14% |
13% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q10. Thinking about the schools in your community, as far as you know who is responsible for setting the academic standards? Is it... |
|
|
|
| The school district, |
|
32% |
32% |
| The state, or |
|
49% |
47% |
| Is it set by the federal government? |
|
11% |
11% |
| Don't know |
|
7% |
10% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q11. Would you say the standards in your local schools are higher than the standards of most of the United States, lower than the standards of most of the United States, or about the same? [Base: Asked of those who said that the school district or the state were responsible for academic standards] |
|
|
|
| Higher |
|
28% |
26% |
| Lower |
|
18% |
18% |
| About the same |
|
51% |
52% |
| Don't know |
|
3% |
4% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q10A. Thinking more specifically about your child, do you think that his/her school should be teaching him/her a lot more math and science, less, or are things fine as they are? [Base: Asked of parents with K-12 grade children] |
|
|
|
| More math and science |
|
45% |
-- |
| Less math and science |
|
2% |
-- |
| Things are fine as is |
|
52% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q10B. Do you think the public schools should be teaching children a lot more math and science, less, or are things fine as they are? [Base: Asked of those who are not parents of K-12 grade children] |
|
|
|
| More math and science |
|
-- |
68% |
| Less math and science |
|
-- |
1% |
| Things are fine as is |
|
-- |
26% |
| Don't know |
|
-- |
5% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q11K. Please tell me if you think the following statements are true or false. If you don't know, please tell me. Would you say the following is true or false? |
|
|
|
| In order to teach science in high school you have to have either majored in science or passed a test that shows you are qualified to teach it. |
|
|
|
| TRUE |
|
77% |
78% |
| FALSE |
|
13% |
13% |
| Don't know |
|
10% |
9% |
| |
|
|
|
| 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. |
|
|
|
| TRUE |
|
75% |
71% |
| FALSE |
|
15% |
19% |
| Don't know |
|
10% |
10% |
| |
|
|
|
| The majority of students who finish a graduate program in engineering in the United States are from other countries. |
|
|
|
| TRUE |
|
58% |
52% |
| FALSE |
|
27% |
30% |
| Don't know |
|
16% |
17% |
| |
|
|
|
| On nationwide tests, most eighth graders score "proficient" or better in math. |
|
|
|
| TRUE |
|
41% |
35% |
| FALSE |
|
44% |
47% |
| Don't know |
|
15% |
18% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q12. Do you agree or disagree with the following statements: |
|
|
|
| Students with advanced math and science skills will have a big advantage when it comes to college opportunities. |
|
|
|
| Strongly agree |
|
67% |
66% |
| Somewhat agree |
|
21% |
22% |
| Somewhat disagree |
|
7% |
8% |
| Strongly disagree |
|
3% |
2% |
| Don't know |
|
2% |
2% |
| |
|
|
|
| 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. |
|
|
|
| Strongly agree |
|
63% |
63% |
| Somewhat agree |
|
25% |
26% |
| Somewhat disagree |
|
6% |
4% |
| Strongly disagree |
|
4% |
4% |
| Don't know |
|
3% |
3% |
| |
|
|
|
| In the future, there will be a lot more jobs that require advanced math and science skills. |
|
|
|
| Strongly agree |
|
53% |
54% |
| Somewhat agree |
|
31% |
30% |
| Somewhat disagree |
|
8% |
8% |
| Strongly disagree |
|
5% |
5% |
| Don't know |
|
3% |
4% |
| |
|
|
|
| Too many students today are not really learning basic math. |
|
|
|
| Strongly agree |
|
43% |
48% |
| Somewhat agree |
|
29% |
25% |
| Somewhat disagree |
|
14% |
12% |
| Strongly disagree |
|
11% |
9% |
| Don't know |
|
4% |
6% |
| |
|
|
|
| The U.S. economy would improve if many more students had college degrees. |
|
|
|
| Strongly agree |
|
43% |
40% |
| Somewhat agree |
|
24% |
21% |
| Somewhat disagree |
|
18% |
22% |
| Strongly disagree |
|
12% |
13% |
| Don't know |
|
3% |
4% |
| |
|
|
|
| It is more important for students to graduate high school with strong reading and writing skills than it is to have strong math and science skills. |
|
|
|
| Strongly agree |
|
39% |
38% |
| Somewhat agree |
|
26% |
26% |
| Somewhat disagree |
|
19% |
17% |
| Strongly disagree |
|
11% |
12% |
| Don't know |
|
5% |
7% |
| |
|
|
|
| Many more companies would move into your area if it had a reputation for workers with great science and math skills. |
|
|
|
| Strongly agree |
|
29% |
31% |
| Somewhat agree |
|
24% |
23% |
| Somewhat disagree |
|
23% |
20% |
| Strongly disagree |
|
17% |
17% |
| Don't know |
|
8% |
9% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q13. 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 |
|
14% |
13% |
| Something kids can learn in school and develop with experience |
|
80% |
81% |
| Don't know |
|
5% |
5% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q14. 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. |
|
|
|
| There are not enough really good math and science teachers |
|
31% |
33% |
| Students think the subject is irrelevant to their lives |
|
61% |
58% |
| Neither |
|
4% |
4% |
| Don't know |
|
4% |
6% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q15. Which comes closer to your view, even if neither is exactly right? |
|
|
|
| Elementary schools need to focus more on science; children need to understand basic scientific principles before they enter 6th grade |
|
31% |
28% |
| It is more important for elementary school students to focus on reading, writing and mathematics, there is plenty of time to learn science in middle and high school |
|
65% |
68% |
| Don't know |
|
5% |
4% |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q16. Please tell me how much each of the following would improve math and science education in your local schools. Would you say that this would improve math and science education a lot, a little or would it do nothing at all? |
|
|
|
| Have local businesses provide internships and other business partnership programs, so high school students can gain practical job skills |
|
|
|
| A lot |
|
69% |
71% |
| A little |
|
24% |
22% |
| Nothing at all |
|
5% |
5% |
| Don't know |
|
2% |
3% |
| |
|
|
|
| Requiring all students to take four years of math in high school |
|
|
|
| A lot |
|
68% |
68% |
| A little |
|
23% |
22% |
| Nothing at all |
|
6% |
8% |
| Don't know |
|
1% |
2% |
| |
|
|
|
| Requiring students who are struggling with math or science to spend extra time after school or during the summer to catch up |
|
|
|
| A lot |
|
59% |
61% |
| A little |
|
32% |
28% |
| Nothing at all |
|
9% |
10% |
| Don't know |
|
1% |
2% |
| |
|
|
|
| Putting math and science ideas in television, video games and other media directed towards children |
|
|
|
| A lot |
|
61% |
60% |
| A little |
|
30% |
29% |
| Nothing at all |
|
8% |
9% |
| Don't know |
|
* |
2% |
| |
|
|
|
| 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 |
|
|
|
| A lot |
|
58% |
60% |
| A little |
|
32% |
29% |
| Nothing at all |
|
7% |
7% |
| Don't know |
|
3% |
4% |
| |
|
|
|
| Requiring all high school students to take a science class that includes lab work |
|
|
|
| A lot |
|
55% |
59% |
| A little |
|
35% |
31% |
| Nothing at all |
|
9% |
8% |
| Don't know |
|
1% |
2% |
| |
|
|
|
| Requiring all students to take four years of science |
|
|
|
| A lot |
|
56% |
54% |
| A little |
|
33% |
32% |
| Nothing at all |
|
9% |
10% |
| Don't know |
|
2% |
4% |
| |
|
|
|
| Requiring all 8th grade students to take algebra |
|
|
|
| A lot |
|
55% |
54% |
| A little |
|
31% |
30% |
| Nothing at all |
|
12% |
13% |
| Don't know |
|
2% |
3% |
| |
|
|
|
| Establishing a national curriculum in MATH so that schools everywhere teach the same topics |
|
|
|
| A lot |
|
52% |
53% |
| A little |
|
31% |
27% |
| Nothing at all |
|
15% |
16% |
| Don't know |
|
3% |
3% |
| |
|
|
|
| Requiring students to pass challenging tests in math and science in order to graduate |
|
|
|
| A lot |
|
48% |
50% |
| A little |
|
34% |
31% |
| Nothing at all |
|
16% |
16% |
| Don't know |
|
1% |
3% |
| |
|
|
|
| Grouping fast learners together in one class and slower learners together in another |
|
|
|
| A lot |
|
46% |
49% |
| A little |
|
26% |
24% |
| Nothing at all |
|
25% |
24% |
| Don't know |
|
3% |
3% |
| |
|
|
|
| Establishing a national curriculum in SCIENCE so that schools everywhere teach the same topics |
|
|
|
| A lot |
|
50% |
48% |
| A little |
|
31% |
30% |
| Nothing at all |
|
16% |
18% |
| Don't know |
|
3% |
4% |
| |
|
|
|
| Requiring all high school students to take at least one engineering class |
|
|
|
| A lot |
|
44% |
39% |
| A little |
|
38% |
38% |
| Nothing at all |
|
15% |
20% |
| Don't know |
|
3% |
4% |
| |
|
|
|
| A science fair held by schools nationwide, and winning students will get to visit the White House |
|
|
|
| A lot |
|
39% |
36% |
| A little |
|
38% |
37% |
| Nothing at all |
|
22% |
25% |
| Don't know |
|
1% |
3% |
| |
|
|
|
| Allowing experts in math and science to teach in public schools, even if they do not have a teaching certificate |
|
|
|
| A lot |
|
36% |
36% |
| A little |
|
34% |
30% |
| Nothing at all |
|
25% |
29% |
| Don't know |
|
5% |
5% |
| |
|
|
|
| Paying math and science teachers more than English and social studies teachers because those positions are hardest to fill |
|
|
|
| A lot |
|
28% |
27% |
| A little |
|
35% |
31% |
| Nothing at all |
|
33% |
38% |
| Don't know |
|
3% |
5% |
| |
|
|
|
|
| There is no Q17 |
|
| There is no Q18 |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q19. How likely is it that your child will attend college after graduating high school? Would you say that it is...? [Base: Asked of parents with K-12 grade children] |
|
|
|
| Very likely |
|
73% |
-- |
| Somewhat likely |
|
21% |
-- |
| Not too likely |
|
1% |
-- |
| Not at all likely |
|
2% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q20. When your child graduates from high school, will he/she have the skills needed to succeed in the WORKPLACE, will he/she lack these skills, or are you not sure? [Base: Asked of parents with K-12 grade children] |
|
|
|
| Yes, child will have skills to succeed in the work world |
|
69% |
-- |
| No, child will not |
|
5% |
-- |
| Not sure |
|
24% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q21. When your child graduates from high school, will he/she have the college-level MATH skills needed to succeed in COLLEGE, or will he/she lack these skills or are you not sure? [Base: Asked of parents with high school children likely to attend college] |
|
|
|
| Yes, child will have skills to succeed in college |
|
62% |
-- |
| No, child will not |
|
5% |
-- |
| Not sure |
|
17% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q22. When your child graduates from high school, will he/she have the college-level SCIENCE skills needed to succeed in COLLEGE, or will he/she lack these skills or are you not sure? [Base: Asked of parents with high school children likely to attend college] |
|
|
|
| Yes, child will have skills to succeed in college |
|
61% |
-- |
| No, child will not |
|
7% |
-- |
| Not sure |
|
18% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q23. Would you say your child does better in math, in English, or about equal in both subjects? [Base: Asked of parents with K-12 grade children] |
|
|
|
| Math |
|
29% |
-- |
| English |
|
16% |
-- |
| Equal in both |
|
52% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q24. And which subject would you say your child enjoys more - math, English, or both equally? [Base: Asked of parents with K-12 grade children] |
|
|
|
| Math |
|
35% |
-- |
| English |
|
30% |
-- |
| Equal in both |
|
30% |
-- |
| Don't know |
|
5% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q25. Do you think that with the right math teacher your child will ever be as good in math as in English or do you think that your child will always be better in English than in math? [Base: Asked of parents with K-12 grade children who do better in English] |
|
|
|
| Math |
|
20% |
-- |
| English |
|
41% |
-- |
| Equal in both |
|
32% |
-- |
| Don't know |
|
6% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q26. Do you think that with the right English teacher your child will ever be as good in English as in math, or do you think that your child will always be better in Math than in English? [Base: Asked of parents with K-12 grade children who do better in math] |
|
|
|
| Math |
|
61% |
-- |
| English |
|
13% |
-- |
| Equal in both |
|
22% |
-- |
| Don't know |
|
4% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q27A(1). And would you say your child is better at science than at Math? [Base: Asked of parents with K-12 grade children who did better in Math than English] |
|
|
|
| Math |
|
69% |
-- |
| English or Reading/Writing |
|
6% |
-- |
| Science |
|
15% |
-- |
| Don't know |
|
11% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q27A(2). And would you say your child is better at science than at English? [Base: Asked of parents with K-12 grade children who did better in English than Math] |
|
|
|
| Math |
|
6% |
-- |
| English or Reading/Writing |
|
70% |
-- |
| Science |
|
20% |
-- |
| Don't know |
|
5% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q28. In general, do you think the MATH your child is learning is harder, easier or about the same as when you were in school? [Base: Asked of parents with K-12 grade children] |
|
|
|
| Harder |
|
61% |
-- |
| Easier |
|
8% |
-- |
| About the same |
|
26% |
-- |
| Don't know |
|
4% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q29. In general, do you think the SCIENCE your child is learning is harder, easier or about the same as when you were in school? [Base: Asked of parents with K-12 grade children] |
|
|
|
| Harder |
|
49% |
-- |
| Easier |
|
8% |
-- |
| About the same |
|
38% |
-- |
| Don't know |
|
5% |
-- |
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q30. Keeping in mind there is a limited amount of time in the school day, do you think the elementary school should be teaching your child a lot more of the following, should there be less emphasis, or is he/she learning enough as is? [Base: Asked of parents with elementary school children] |
|
|
|
| Computer and technology skills |
|
|
|
| More |
|
59% |
-- |
| Less |
|
3% |
-- |
| The same |
|
32% |
-- |
| Course is not offered / not necessary |
|
2% |
-- |
| Don't know |
|
* |
-- |
|
|
|
|
| Reading and writing skills |
|
|
|
| More |
|
54% |
-- |
| Less |
|
* |
-- |
| The same |
|
41% |
-- |
| Course is not offered / not necessary |
|
* |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Hands-on science activities |
|
|
|
| More |
|
52% |
-- |
| Less |
|
4% |
-- |
| The same |
|
38% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Handwriting and penmanship |
|
|
|
| More |
|
52% |
-- |
| Less |
|
3% |
-- |
| The same |
|
40% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
* |
-- |
|
|
|
|
| Learning how to cooperate, share and work with other classmates |
|
|
|
| More |
|
50% |
-- |
| Less |
|
1% |
-- |
| The same |
|
45% |
-- |
| Course is not offered / not necessary |
|
* |
-- |
| Don't know |
|
* |
-- |
|
|
|
|
| General math concepts like estimation and word problems |
|
|
|
| More |
|
49% |
-- |
| Less |
|
3% |
-- |
| The same |
|
40% |
-- |
| Course is not offered / not necessary |
|
4% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Basic math like multiplication and long division |
|
|
|
| More |
|
49% |
-- |
| Less |
|
3% |
-- |
| The same |
|
36% |
-- |
| Course is not offered / not necessary |
|
8% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Physical education |
|
|
|
| More |
|
41% |
-- |
| Less |
|
4% |
-- |
| The same |
|
49% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
* |
-- |
|
|
|
|
| Social studies and geography |
|
|
|
| More |
|
39% |
-- |
| Less |
|
3% |
-- |
| The same |
|
50% |
-- |
| Course is not offered / not necessary |
|
3% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Art or music |
|
|
|
| More |
|
34% |
-- |
| Less |
|
10% |
-- |
| The same |
|
49% |
-- |
| Course is not offered / not necessary |
|
2% |
-- |
| Don't know |
|
* |
-- |
|
|
|
|
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q31. Keeping in mind there is a limited amount of time in the school day, do you think the high school should be teaching your child a lot more of the following, should there be less emphasis, or is he/she learning enough as is? [Base: Asked of parents with middle or high school children] |
|
|
|
| Computer programming |
|
|
|
| More |
|
65% |
-- |
| Less |
|
3% |
-- |
| The same |
|
27% |
-- |
| Course is not offered / not necessary |
|
* |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Practical math skills like figuring out sales tax and balancing a checkbook |
|
|
|
| More |
|
65% |
-- |
| Less |
|
3% |
-- |
| The same |
|
26% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Teaching students to work well as part of a team |
|
|
|
| More |
|
62% |
-- |
| Less |
|
2% |
-- |
| The same |
|
29% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Basic reading and writing skills |
|
|
|
| More |
|
55% |
-- |
| Less |
|
1% |
-- |
| The same |
|
38% |
-- |
| Course is not offered / not necessary |
|
* |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Basic engineering principles |
|
|
|
| More |
|
52% |
-- |
| Less |
|
5% |
-- |
| The same |
|
32% |
-- |
| Course is not offered / not necessary |
|
3% |
-- |
| Don't know |
|
3% |
-- |
|
|
|
|
| Basic scientific ideas and principles |
|
|
|
| More |
|
51% |
-- |
| Less |
|
4% |
-- |
| The same |
|
40% |
-- |
| Course is not offered / not necessary |
|
* |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Statistics and probability |
|
|
|
| More |
|
49% |
-- |
| Less |
|
7% |
-- |
| The same |
|
35% |
-- |
| Course is not offered / not necessary |
|
2% |
-- |
| Don't know |
|
3% |
-- |
|
|
|
|
| Concepts taught in algebra |
|
|
|
| More |
|
47% |
-- |
| Less |
|
6% |
-- |
| The same |
|
41% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Foreign language skills |
|
|
|
| More |
|
45% |
-- |
| Less |
|
9% |
-- |
| The same |
|
39% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Civics and social studies |
|
|
|
| More |
|
45% |
-- |
| Less |
|
5% |
-- |
| The same |
|
43% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
|
| Advanced sciences, like physics |
|
|
|
| More |
|
42% |
-- |
| Less |
|
7% |
-- |
| The same |
|
41% |
-- |
| Course is not offered / not necessary |
|
3% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
|
| Advanced math, like calculus |
|
|
|
| More |
|
42% |
-- |
| Less |
|
7% |
-- |
| The same |
|
39% |
-- |
| Course is not offered / not necessary |
|
4% |
-- |
| Don't know |
|
4% |
-- |
|
|
|
|
| Fine arts, such as painting, music and drama |
|
|
|
| More |
|
40% |
-- |
| Less |
|
10% |
-- |
| The same |
|
42% |
-- |
| Course is not offered / not necessary |
|
2% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
|
| Sports and physical education |
|
|
|
| More |
|
34% |
-- |
| Less |
|
9% |
-- |
| The same |
|
50% |
-- |
| Course is not offered / not necessary |
|
- |
-- |
| Don't know |
|
2% |
-- |
|
|
|
|
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q32. Keeping in mind the fixed budget that schools operate on, do you think the schools should SPEND more, less or about the same on the following? [Base: Asked of parents with K-12 grade children unless otherwise noted] |
|
|
|
| Having science labs that are up-to-date and well-equipped [Base: Asked of parents with middle or high school children only] |
|
|
|
| More |
|
70% |
-- |
| Less |
|
1% |
-- |
| The same |
|
22% |
-- |
| Course is not offered / not necessary |
|
1% |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Having materials and equipment for students to practice hands-on learning in science [Base: Parents with elementary school children only] |
|
|
|
| More |
|
69% |
-- |
| Less |
|
4% |
-- |
| The same |
|
22% |
-- |
| Course is not offered / not necessary |
|
* |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
| Having equipment that can help students learn all the newest and most important computer and other advanced technology skills |
|
|
|
| More |
|
68% |
-- |
| Less |
|
6% |
-- |
| The same |
|
25% |
-- |
| Course is not offered / not necessary |
|
- |
-- |
| Don't know |
|
* |
-- |
|
|
|
|
| Hiring teachers who are highly knowledgeable about teaching math |
|
|
|
| More |
|
65% |
-- |
| Less |
|
3% |
-- |
| The same |
|
31% |
-- |
| Course is not offered / not necessary |
|
- |
-- |
| Don't know |
|
2% |
-- |
|
|
|
|
| Hiring teachers who are highly knowledgeable about teaching science |
|
|
|
| More |
|
62% |
-- |
| Less |
|
5% |
-- |
| The same |
|
32% |
-- |
| Course is not offered / not necessary |
|
- |
-- |
| Don't know |
|
2% |
-- |
|
|
|
|
| Hiring teachers who are highly knowledgeable about teaching reading and writing |
|
|
|
| More |
|
61% |
-- |
| Less |
|
4% |
-- |
| The same |
|
34% |
-- |
| Course is not offered / not necessary |
|
- |
-- |
| Don't know |
|
1% |
-- |
|
|
|
|
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q33. For each that I read, please tell me if you agree or disagree with the following statement: |
|
|
|
| It is very important to me that my child takes some advanced math classes in high school [Base: Asked of parents with K-12 grade children] |
|
|
|
| Strongly agree |
|
60% |
-- |
| Somewhat agree |
|
24% |
-- |
| Somewhat disagree |
|
10% |
-- |
| Strongly disagree |
|
4% |
-- |
| Don't know |
|
2% |
-- |
|
|
|
|
| It is very important to me that my child takes some advanced science classes in high school [Base: Asked of parents with K-12 grade children] |
|
|
|
| Strongly agree |
|
54% |
-- |
| Somewhat agree |
|
27% |
-- |
| Somewhat disagree |
|
11% |
-- |
| Strongly disagree |
|
6% |
-- |
| Don't know |
|
3% |
-- |
|
|
|
|
| Most good colleges expect students to have advanced math and science courses like calculus or physics on their high school transcripts [Base: General public] |
|
|
|
| Strongly agree |
|
45% |
40% |
| Somewhat agree |
|
32% |
28% |
| Somewhat disagree |
|
12% |
16% |
| Strongly disagree |
|
5% |
10% |
| Don't know |
|
7% |
7% |
|
|
|
|
| My child's school has classes in technology, engineering or other applied math and science subjects [Base: Asked of parents with middle or high school children] |
|
|
|
| Strongly agree |
|
37% |
-- |
| Somewhat agree |
|
33% |
-- |
| Somewhat disagree |
|
10% |
-- |
| Strongly disagree |
|
8% |
-- |
| Don't know |
|
8% |
-- |
|
|
|
|
| It would make my job or everyday life easier if I knew more advanced math and science [Base: General public] |
|
|
|
| Strongly agree |
|
35% |
30% |
| Somewhat agree |
|
27% |
26% |
| Somewhat disagree |
|
18% |
20% |
| Strongly disagree |
|
18% |
21% |
| Don't know |
|
3% |
3% |
|
|
|
|
| For what my child wants to do with their career they really only need to know basic math skills [Base: Asked of parents with K-12 grade children] |
|
|
|
| Strongly agree |
|
22% |
-- |
| Somewhat agree |
|
14% |
-- |
| Somewhat disagree |
|
15% |
-- |
| Strongly disagree |
|
37% |
-- |
| Don't know |
|
12% |
-- |
|
|
|
|
| My child would be really unhappy if they ended up in a job or career that required doing a lot of math or science. [Base: Asked of parents with K-12 grade children] |
|
|
|
| Strongly agree |
|
19% |
-- |
| Somewhat agree |
|
12% |
-- |
| Somewhat disagree |
|
23% |
-- |
| Strongly disagree |
|
32% |
-- |
| Don't know |
|
13% |
-- |
|
|
|
|
| I worry that some of what the schools are teaching in science may not be compatible with my religious beliefs [Base: General public] |
|
|
|
| Strongly agree |
|
18% |
19% |
| Somewhat agree |
|
14% |
13% |
| Somewhat disagree |
|
19% |
19% |
| Strongly disagree |
|
44% |
43% |
| Don't know |
|
5% |
6% |
|
|
|
|
| I know my child will not have a career that involves advanced math and science [Base: Asked of parents with K-12 grade children] |
|
|
|
| Strongly agree |
|
18% |
-- |
| Somewhat agree |
|
13% |
-- |
| Somewhat disagree |
|
19% |
-- |
| Strongly disagree |
|
31% |
-- |
| Don't know |
|
19% |
-- |
|
|
|
|
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Q34. In the last school year, what were most of your child(ren)'s grades? [Base: Asked of parents with K-12 grade children] |
|
|
|
| A |
|
51% |
-- |
| B |
|
36% |
-- |
| C |
|
7% |
-- |
| D or below |
|
1% |
-- |
| Don't know |
|
4% |
-- |
|
|
|
|
|
|
|
Parents (n=646) |
All respondents (n=1406) |
| Characteristics of the sample |
|
|
|
| Gender |
|
|
|
| Male |
|
48% |
49% |
| Female |
|
52% |
51% |
| |
|
|
|
| Age |
|
|
|
| 18-24 |
|
8% |
13% |
| 25-34 |
|
24% |
18% |
| 35-44 |
|
40% |
19% |
| 45-54 |
|
21% |
19% |
| 55-64 |
|
5% |
14% |
| 65+ |
|
2% |
17% |
| |
|
|
|
| Marital status |
|
|
|
| Married |
|
75% |
61% |
| Living as married |
|
5% |
3% |
| Divorced |
|
6% |
7% |
| Separated |
|
5% |
3% |
| Widowed |
|
2% |
8% |
| Never married/Single |
|
8% |
19% |
| Don't know |
|
- |
1% |
| |
|
|
|
| Current Employment |
|
|
|
| Full-time |
|
69% |
51% |
| Part-time |
|
11% |
12% |
| Retired |
|
3% |
20% |
| Not employed |
|
11% |
12% |
| Homemaker |
|
4% |
3% |
| Student |
|
1% |
2% |
| Disabled |
|
1% |
1% |
| Don't know |
|
- |
- |
| |
|
|
|
| Education |
|
|
|
| None, or grade 1-8 |
|
3% |
2% |
| High school incomplete |
|
7% |
7% |
| High school graduate |
|
35% |
35% |
| Business, technical, or vocational school AFTER high school |
|
4% |
4% |
| Some college, no 4-year degree |
|
22% |
24% |
| College graduate |
|
20% |
17% |
| Post-graduate training or professional schooling |
|
8% |
10% |
| Don't know |
|
1% |
1% |
| |
|
|
|
| Annual household income |
|
|
|
| Under $15,000 |
|
5% |
8% |
| $15,000 to under $25,000 |
|
11% |
11% |
| $25,000 to under $35,000 |
|
17% |
16% |
| $35,000 to under $50,000 |
|
17% |
16% |
| $50,000 to under $75,000 |
|
20% |
16% |
| $75,000 or more |
|
19% |
19% |
| Don't know |
|
3% |
4% |
| |
|
|
|
| Race |
|
|
|
| White |
|
55% |
69% |
| Black/African-American |
|
16% |
12% |
| Asian |
|
5% |
4% |
| Hispanic |
|
21% |
13% |
| Other or mixed race |
|
3% |
2% |
| |
|
|
|
| Political identification |
|
|
|
| Republican |
|
24% |
27% |
| Democrat |
|
39% |
35% |
| Independent |
|
24% |
26% |
| Something else |
|
6% |
7% |
| Don't know |
|
5% |
3% |
| |
|
|
|
| Religious preference or identification |
|
|
|
| Protestant |
|
52% |
57% |
| Roman Catholic |
|
29% |
23% |
| Orthodox Christian |
|
4% |
3% |
| Jewish |
|
2% |
1% |
| Muslim |
|
1% |
1% |
| Hindu |
|
1% |
1% |
| Buddhist |
|
* |
1% |
| Other religion |
|
2% |
1% |
| No religion, not a believer, atheist, agnostic [VOL] |
|
7% |
10% |
| Don't know |
|
3% |
3% |
| |
|
|
|
| Born-again or Evangelical Christian [among Protestants, Roman Catholics and Orthodox Christians] |
|
|
|
| Yes |
|
42% |
41% |
| No |
|
57% |
57% |
| |
|
|
|
| Households with children under 18 |
|
|
|
| Household with child |
|
93% |
36% |
| Other |
|
7% |
64% |
| |
|
|
|
| Child's gender [in households with K-12 grade children] |
|
|
|
| Male |
|
54% |
54% |
| Female |
|
44% |
44% |
| |
|
|
|
| Child's school [in households with K-12 grade children] |
|
|
|
| Elementary school |
|
48% |
48% |
| Middle/Junior High School |
|
17% |
17% |
| High School |
|
31% |
31% |
| Not applicable |
|
4% |
4% |
| Don't know |
|
* |
1% |
|
Office: 6 East 39th Street, 9th Floor | New York, NY 10016 | T: 212.686.6610 | F: 212.889.3461
