[Atlanta, Nov. 29, 2005] —Students in Georgia who participated in a recent survey overwhelmingly agree that it is their parents- not their teachers, not their coaches or religious leaders, not their peers, not the celebrities they are enamored with at the moment- who are the biggest influencers as to how well they do in school. More than 600 high school students from four diverse regions of Georgia were surveyed about their attitudes as part of a research survey initiated by the Partnership for Reform in Science and Mathematics (PRISM). PRISM is a five-year initiative funded by a National Science Foundation (NSF) grant and administered by the Board of Regents of the University System of Georgia to raise student achievement in science and mathematics.

A majority of the students surveyed ranked their parent(s) as Very Influential or Extremely Influential, with teachers receiving the next highest ranking. Celebrities were ranked lowest, with coaches, religious leaders and peers also receiving low rankings in terms of influence as compared to parents. A majority of the students surveyed ranked their parent(s) as Very Influential or Extremely Influential, with teachers receiving the next highest ranking. Celebrities were ranked lowest, with coaches, religious leaders and peers also receiving low rankings in terms of influence as compared to parents.

Surprisingly, many parents don’t realize the significance of their influence. Those who took the parent survey were split almost evenly in their perceptions of their own ability to help their children do well in school. Many parents perceived themselves to be only as influential as teachers, but not necessarily more influential.

PRISM’s survey results come at a time when the State Department of Education, a PRISM partner, is rolling out the new Georgia Performance Standards (GPS), which are raising the bar in many subjects, including science and mathematics. State Superintendent of Schools Kathy Cox believes the new standards alone won’t ‘make the grade,’ and that parents must stay involved throughout their children’s education.

“Some parents stop helping their children with their schoolwork once a student reaches a certain age and their homework gets more advanced,” said Superintendent Cox. “As the parent of two sons – one in middle school, the other in high school – I understand what they are feeling, but the good news is that help is available. PRISM’s research emphasizes to parents that they can assist their child(ren) in the challenging areas of math and science by being regularly involved in their child’s educational life.”

Why Does Georgia Need PRISM?

PRISM’s mandate is to raise aspirations and achievement in science and mathematics for all Georgia students and close achievement gaps among demographic groups throughout the state. Reform efforts are expected and are underway with the Department of Education in pedagogy, counseling, higher education, and community involvement in rural, suburban and urban parts of the state of Georgia.

For years, Georgia students have ranked low on achievement tests, with mathematics and science achievement falling well below that of many other states. In 2005, fewer than 70% of Georgia high school students in more than 100 of Georgia’s counties passed the science portion of the High School Graduation Test.

Georgia students who took the SAT in 2004 averaged a 496 on the math portion, the lowest score among states with a high percentage of students participating. Georgia is among a dozen or so states with a high percentage – approximately 65% – of its college-bound students taking the SAT, which many southeastern colleges and universities require for admission.

“Our students must improve their performance in science and math if they are going to compete in a 21 st century economy,” said Superintendent Cox. “The Georgia Department of Education, our partners at PRISM, and dedicated educators around the state are working very hard to improve student achievement in math and science, but we need the help of the entire community, including parents.”

Research is the Key

“Before we could determine how to help Georgia communities best aid our students, we had to understand the existing parent and student attitudes and behaviors around science and mathematics,” said Jan Kettlewell, CoPrincipal Investigator of PRISM and University System of Georgia Associate Vice Chancellor for P-16 Initiatives. “We conducted this research in order to gather data on attitudes towards science and mathematics; to underpin and guide the development of the most effective communications to students, parents, and the community at large about the importance of science and mathematics; and to measure shifts in attitudes and behavior among key constituent groups in Georgia.”

The surveys were conducted by a leading educational research firm, Maguire Associates, at 12 elementary, middle and high schools in four diverse regions of Georgia: Atlanta Metro [Southside High School, Martin Luther King, Jr. Middle School and Morris Brandon Elementary School]; East Central [Southeast Bulloch High School, Langston Chapel Middle School and Screven County Elementary School]; Northeast Region [Jackson County Comprehensive High School, West Jackson Middle School and North Jackson Elementary School] and Southeast [Windsor Forest High School, Camden Middle School and Greer Elementary School].

During Phase I of the baseline research, conducted in fall 2004 and winter 2005, Maguire Associates conducted both qualitative and quantitative research with students, educators, school administrators, community leaders and parents.

Some of the research questions the survey explored:

What role do parents, school teachers, school administrators and guidance counselors play in students’ interest in science and mathematics?

What are the career aspirations of students?

How might connections be made between students’ aspirations and their pursuit of science and mathematics in the classroom?

What are students’ preferred learning methods for mathematics and science?

How interested are students in pursuing science and mathematics curricula? What are the profiles (geographic, demographic, attitudinal) of students who are more and less interested in science and mathematics?

What messages best present the advantages of study and achievement in the areas of science and mathematics?

Key Findings

A number of key findings were uncovered by the research, including indicators on how students and parents think students learn best. Among them:

© 2006 University of Georgia