ERIC Number: ED493658
Record Type: Non-Journal
Publication Date: 2006
Issue No. 1: Are Parents and Students Ready for More Math and Science? Reality Check, 2006
Johnson, Jean; Arumi, Ana Maria; Ott, Amber; Remaley, Michael Hamill
The American Diploma Project, an influential consortium that includes Achieve, Inc., The Education Trust, and the Thomas B. Fordham Foundation believes that expectations about what youngsters learn in high school must be raised dramatically. According to the group, "the diploma has lost its value because what it takes to earn one is disconnected from what it takes for graduates to compete successfully beyond high school--either in the classroom on in the workplace." This report from "Education Insights" at Public Agenda is the first in a series of Reality Check reports finds that parents and students do not share the concern of business and government leaders about flagging math and science skills. In fact, parents' concern about math and science achievement has actually declined since the mid-1990s. Only one quarter of high school students say lack of emphasis on science and math is a problem in their own school. The survey found no significant differences between the attitudes of high school girls and boys, but minority students are more likely than whites to say math and science are "absolutely essential" and that lack of emphasis is a problem in their school. (Contains 3 footnotes.) [This report was also funded by the Wallace Foundation.]
Descriptors: Minority Groups, Science Achievement, High School Students, Student Surveys, Student Attitudes, Mathematics Achievement, Relevance (Education), Education Work Relationship, Academic Standards, Gender Differences, Educational Improvement, Expectation, Parent Attitudes
Public Agenda. 6 East 39th Street, New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: High Schools
Sponsor: General Electric Foundation, Ossining, NY.; Nellie Mae Foundation, Braintree, MA.
Authoring Institution: Public Agenda Foundation, New York, NY.