We can't seem to connect the dots.

As math and science gains more leadership attention, it seems parents and students aren't connecting the dots. Important, But Not for Me is a new report from Public Agenda that surveyed parents, middle school and high school students in Kansas and Missouri. The main takeaway: parents and students still aren't convinced that math and science is important for them.

But how can this be?

Over the past few months, I've blogged about everyone from AT&T and Google CEOs to President Bush talking about how U.S. students need stronger math and science skills to stay competitive in our now undeniably global marketplace. Not to mention the countless reports out there on the subject. But it seems the public still isn't getting the message.

Or are they?

According to Important, But Not for Me, only 25% of Kansas/Missouri parents think their children should be studying more math and science; 70% think things "are fine as they are now." Even more troubling, 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% 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%.

Logically then, one could conclude that parents must be unaware of what our leadership knows -- that the U.S. public education system lags behind other countries in math and science, and that math and science can open more doors for their kids.

Well...no. They're well aware of it. 57% of Kansas and Missouri parents say that the U.S. is "far behind other countries" in math and science achievement and 86% agree that "students with advanced math and science skills will have a big advantage when it comes to work and college opportunities."

Ok, then why the huge disconnect?

I think there are two reasons: 1) we're not doing enough to distinguish between real and perceived benefits; and 2) there's a lack of the right comparisons to make reasoned choices.

For example, three-quarters of students say that math and science are irrelevent to their lives. And about 73% of parents say that advanced science courses should be expected only of students who show a special interest in the subjects (you know, all those soon-to-be doctors and engineers out there). Now, education experts know that math and science is quite relevant to life, especially in today's technology-driven economy. But the problem is that unless we can come up better concrete examples of the perceived "critical thinking," "problem solving," and "reasoning" skills that math and science bring to all students, the real benefits will remain ethereal.

Closely connected to that, is the fact that our own personal experiences with math are always brought to the table when making decisions. We all know that human tendency is to base decisions on feelings rather than facts, exhibited by these two comments from focus groups conducted by Public Agenda:

• "I think the algebra that [my son] does as an eighth grader is the algebra I did as a freshman in college. It seems so much harder..."
• "I don't think I even had to take much more than one or two math and science classes when I was in high school. Now they have to take three of each in order to graduate..."

Obviously, what's not being taken into consideration here is exactly what math is being taught, and more importantly what math skills are needed for today's jobs, not those 20 years ago. Without realizing it, people are instinctively comparing apples to oranges.

So knowing this, how do we collectively do a better job of helping parents and students connect the dots? This new report does give some insight into this question (one of many we're all struggling with!).

The report notes that arguments relating to future opportunities for young people in higher education or in the job market are the best motivators, while more abstract arguments like national competitiveness aren't as persuasive. Phew! Thank goodness since more and more math and science advocates (including us) talk about how these subject areas prepare students to be "college and work ready."

We have a long way to go, but I hope one day all of those dots will connect perfectly so we can all see the bigger picture.