Eric.ed.gov – Important, but Not for Me: Parents and Students in Kansas and Missouri Talk about Math, Science and Technology Education

This study details parents’ and students’ current thinking about math, science and technology (MST) education and their satisfaction with the existing curriculum which most experts see as vastly below world-class standards. The study finds just 25% of Kansas/Missouri parents think their children should be studying more math and science; 70% think things “are fine as they are now.” The report also explains why parents and students are so complacent in this area and what kinds of changes might be helpful in building more interest in and support for more rigorous MST courses. The findings are based on a random survey of 1,472 parents and 1,295 middle and high school students in Kansas and Missouri, probing their attitudes on math, science, and to a lesser extent, technology education. Findings include: (1) parents are aware of the importance of math, science and technology but remain complacent; (2) satisfaction with teachers and curriculum underlies many parents’ complacency; (3) minority parents and students are less satisfied with student learning, teacher quality and resources in their local public schools; (4) students pay lip service to the importance of higher level math, science and technology, but most find it irrelevant; (5) students do not buy into negative stereotypes and give their teachers high marks; (6) improving results–where do parents stand on improving math, science and technology education?; and (7) improving results–driving home the opportunity equation can motivate students. Appended is: The Study in National Perspective. (Contains 7 footnotes.) [This report was written with Amber Ott.]