Excellence and Equity

Page 3 of 5

The United States no longer leads the world in preparing young people through the attainment of college degrees. In 1995, the U.S. ranked second internationally in the percentage of college graduates in the population; by 2006, its relative position had declined¹⁸.The absolute percentage of college educated within the U.S. population remained steady at approximately 34 percent, while the share in countries including New Zealand, Finland, Denmark, the Netherlands, Norway, Sweden, and Japan increased. Globally, China and India remain far below the United States in percentage of college-educated adults, yet their absolute numbers are growing rapidly because of their large youth populations.

Paul E. Lingenfelter, president of State Higher Education Executive Officers, has argued that for the United States to be “second to none in degree attainment by 2025 requires 16 million more [bachelor’s] degrees¹⁹.”Lingenfelter observes that the United States will get to that objective only by achieving “equal college participation and success rates at every level of socio-economic status and academic ability” and increasing “educational expectations and attainment for average ability students.” The shifting demographics and economic realities of the nation mean that we must better educate a more diverse range of students than ever before.

The Commission shares President Obama’s conviction that “every American will need to get more than a high school diploma,” for their own futures and the future of the country, and echoes his call for “every American to commit to at least one year or more of higher education or career training [at] a community college or a four-year school, vocational training or an apprenticeship²⁰.”To build the skills and knowledge required by the 21st century global labor market, our educational system must produce many more students who are “college-ready” and well prepared to succeed in undergraduate education. Then, because of the importance of math and science to students’ futures as workers and citizens, colleges and universities must provide richer math and science learning to all and open wider avenues for students of all backgrounds with the interest and aptitude to pursue advanced degrees. In short, it is imperative that we raise educational attainment at both the bottom and the top, and close the gaps in opportunity that too often divide American students along lines of race, ethnicity, and socio-economic background.

In contemplating the implications of these trends and indicators for our country, the Commission takes encouragement from students’ own views on math and science, as well as those of their parents. In fall 2008, the Commission undertook a sizeable national survey to explore attitudes toward math and science among the two crucial constituencies: adolescents in grades 8–10 and their parents. Digging deeper, the study team conducted in-depth focus groups with 8th and 10th graders and their parents in two urban areas. In both the survey and focus groups, the researchers made special efforts to understand the views of African-American and Latino students and parents²¹.

Although the samples are too small to produce definitive national findings, the outcomes are intriguing, in part because they run counter to some conventional assumptions about how young people think about learning and achievement in mathematics and science. Overall, the results give strong reason to expect that students and parents will be receptive to calls for higher levels of math and science learning and to realistic proposals to improve math and science education for all students.

Substantial shares of both students and parents said that they understand the importance of math and science and see the need for stronger, more relevant math and science education. Overall, young people and their parents may be ahead of public perceptions in their openness to math and science learning and to improving the nation’s educational performance in those areas. The study uncovered findings in several key areas:

• High perceived importance of math and science. Students and parents recognize the importance of math for their futures. Majorities of students believe that algebra (69 percent) and geometry (59 percent) will be important for their careers—and parents agree. Many students identified “data analysis” as an important skill for their futures—second only to English. Majorities also believe that science classes are at least somewhat important: 62 percent for biology, 59 percent for chemistry, and 59 percent for physics. These findings hold with slight variation across racial and ethnic groups.

Young people and their parents may be ahead of public perceptions in their openness to math and science learning and to improving the nation’s educational performance in those areas.

• Limited understanding of the connection between advanced courses and careers. When students discussed their career ambitions, many did not connect their aspirations with required high school math and science coursework, suggesting a need to help students see the relevance of upper-level math and science coursework in secondary school and beyond.

• Strong influence of teachers on student attitudes. Students who rate their teachers highly are more likely to see math and science in their futures. Students and parents gave high marks to teachers who use engaging instructional practices: for example, in science, holding labs more than once a week and having students report findings to the class; in math, promoting multiple approaches to problem solving and helping students apply lessons to the real world.

• Positive student views of math and science achievers. Students do not, in general, hold negative stereotypes of peers who are good at math or science. They are much more likely to associate positive descriptors than negative ones to successful math and science students. For example, 42 percent said a successful math student is “hardworking,” and 32 percent said “smart.” Just 12 percent associate the word “nerdy” with a good science student.

• Clear recognition that math and science can be learned by all—although one in four hold doubts. Most parents and students understand that math and science skills can be learned and developed, and that doing well is not simply a matter of innate ability. Among students, 70 percent said that math ability is something people can learn and develop, versus 25 percent who said math ability is primarily innate²².

In short, young people and their parents recognize the importance of mathematics and science and see the value of high-quality instruction. A national mobilization for mathematics and science learning would make the need for change plain to all Americans and bring resources and commitment to the effort.