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ERIC Number: ED498379
Record Type: Non-Journal
Publication Date: 2007
Pages: 28
Abstractor: ERIC
Important, but Not for Me: Parents and Students in Kansas and Missouri Talk about Math, Science, and Technology Education. A Report from Public Agenda
Kadlec, Alison; Friedman, Will
Public Agenda
Surprisingly, given the level of leadership anxiety about math and science education in the United States today, national research conducted by Public Agenda shows that the number of parents who worry about whether local schools are teaching enough math and science has declined since the mid-nineties. In 1994, 52 percent of parents said that it was a "serious problem" that students weren't learning enough math and science, but by 2006 the number had dropped to 32 percent. This study, conducted to inform the Ewing Marion Kauffman Foundation's 10-year initiative to improve math, science and technology education in the Kansas City region, asks how parents and students in Kansas and Missouri view these issues--and a host of others relevant to improving results in these important subject areas. 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 and science education--and, to a lesser extent, technology education as well. An appendix presents: "The Study in National Perspective." (Contains 12 figures and 10 footnotes.) ["Important, but Not for Me" was written with Amber Ott.]
Public Agenda. 6 East 39th Street, New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461; Web site:
Publication Type: Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: Ewing Marion Kauffman Foundation, Kansas City, MO.
Authoring Institution: Public Agenda Foundation, New York, NY.
Identifiers - Location: Kansas; Missouri; United States