All Students Need

Advanced Math

© September 2008

2

Advanced Math = Advanced Math = College SuccessCollege Success

3

More Students Now Expect to More Students Now Expect to Graduate From CollegeGraduate From College

79.4%

59.5%

40.6%

0%

25%

50%

75%

100%

1980 1990 2002

10th graders

Source: National Center for Education Statistics. (2004). The Condition of Education 2004. Washington, DC: U.S. Department of Education. (p. 137, Table 15-1)

10th Graders who Expect to Earn a Bachelor’s Degree

4

Earnings Boost from a College Earnings Boost from a College Degree Has Grown SignificantlyDegree Has Grown Significantly

53%

13% -

6%

14%

40%

-30%

-10%

10%

30%

50%

H.S. dropout H.S. graduate Some college Bachelor's Graduate orprofessional

degree

Pe

rce

nt c

ha

ng

e in

co

nst

an

t do

llars

Source: Mortenson, T. (2007, November). Average Family Income by Educational Attainment of Householder 1967 to 2006. Postsecondary Education Opportunity, 185. (p. 15)

Change in Average Family Income from 1973 to 2006

5

Advanced Math Boosts College Advanced Math Boosts College Grades - Even Outside of Math Grades - Even Outside of Math CoursesCourses

“Years of mathematics instruction was a significant predictor of performance across all college science subjects, including introductory college biology, a discipline not traditionally associated with strong mathematics preparation.”

“Only high-school mathematics carries significant cross-subject benefit.”

According to a 2007 study published in Science:

Source: Sadler, P. M. & Tai, R. H. (2007). The Two High-School Pillars Supporting College Science. Science, 317, 457-8.

6

-2

-1

0

1

2

3

College Biology College Chemistry College Physics

Diff

ere

nce

in c

olle

ge

gra

de

po

int a

vera

ge

H.S. Biology H.S. Chemistry H.S. Physics H.S. Math

Source: Sadler, P. M. & Tai, R. H. (2007). The Two High-School Pillars Supporting College Science. Science, 317, 457-8.

Effect of High School Science and Mathematics on College Science Performance.

Advanced Math Boosts College Advanced Math Boosts College Grades - Even Outside of Math Grades - Even Outside of Math CoursesCourses

7

Advanced Math Boosts College Advanced Math Boosts College CompletionCompletion

36%

45%

59%

69%

0%

25%

50%

75%

Low-income students Latino students

Pe

rce

nt w

ho

ea

rn b

ach

elo

r's d

eg

ree

Go straight to college Go straight to college after taking advanced math

Source: Adelman, C. (2006, February). The Toolbox Revisited: Paths to Degree Completion from High School through College. Washington, DC: U.S. Department of Education. (p. xxvi).

8

More Students Who Took Algebra II More Students Who Took Algebra II Say They Were “Well Prepared”Say They Were “Well Prepared”

26%

60%

0%

25%

50%

75%

College students

Completed lessthan Algebra I I

CompletedAlgebraI I /more

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

High school graduates reporting they were well prepared for the expectations of college

9

Advanced Math = Advanced Math = Career OpportunityCareer Opportunity

10

Fastest-Growing Occupations Fastest-Growing Occupations Require Advanced MathRequire Advanced Math

“Professional and related occupations. This group is projected to add more jobs (5.0 million) than any other major group and to share the fastest growth rate.”

“Of the eight subgroups constituting professional and related occupations, health care practitioners and technical occupations are projected to add the most new jobs (1.4 million), while computer and mathematical occupations are expected to grow the most quickly (with a 24.8 percent growth rate).”

According to the U.S. Department of Labor:

Source: Dohm, A. & Shniper, L. (2007, November). Employment Outlook: 2006–16. Washington, DC: U.S. Department of Labor, Bureau of Labor Statistics. (p. 895)

11

Fastest-Growing Occupations Fastest-Growing Occupations Require Advanced MathRequire Advanced Math

Network systems and data communications analysts—140,000 new jobs

Computer software engineers—325,000 new jobs

Financial analysts and personal financial advisors—147,000 new jobs

Computer systems analysts—146,000 new jobs

Database administrators—34,000 new jobs

Physician assistants and physical therapists—65,000 new jobs

Among the 30 fastest-growing jobs through 2016:

Source: Dohm, A. & Shniper, L. (2007, November). Employment outlook: 2006–16. Washington, DC: U.S. Department of Labor, Bureau of Labor Statistics. (p. 895)

12

Advanced Math Improves EarningsAdvanced Math Improves Earnings

6.1%

7.8%

8.8%

12.0%

0%

5%

10%

15%

Algebra/ geometry Algebra I I Trig/ Pre-cal Calculus

Source: Rose, H. & Betts, J. R. (2004, May). The Effect of High School Courses on Earnings. The Review of Economics and Statistics, 86(2), 497-513. Based on data in Table 2 on p. 501.

Earnings Boost From Taking Advanced Math Courses

13

Advanced Math Improves EarningsAdvanced Math Improves Earnings

5.5%0.7%

3.1%

3.2%4.2%

6.5%

4.6%4.6%3.0%

1.6%0%

5%

10%

15%

Pre-algebra Algebra/geometry

Algebra I I Trig/ Pre-cal Calculus

Due to college completion boost Due to cognitive boostSource: Rose, H. & Betts, J. R. (2004, May). The Effect of High School Courses on Earnings. The Review of Economics and Statistics, 86(2), 497-513. Based on data in Table 2 on p. 501.

Earnings Boost From Taking Advanced Math Courses

14

Many “Blue Collar” Jobs that Pay Many “Blue Collar” Jobs that Pay Well Require Strong Math SkillsWell Require Strong Math Skills

The testing company ACT examined the math skills required by electricians, construction workers, upholsterers, and plumbers and concluded they match the skills necessary for success in freshman college courses.

The Association of General Contractors says electricians, pipe fitters, sheet metal workers, and draftsman all need courses like algebra, geometry, and trigonometry to be successful on the job.

Sources: ACT, Inc. (2006). Ready for College or Ready for Work: Same or Different? Iowa City, IA: Author. Association of General Contractors of New Hampshire website, www.agcnh.org/public/workforce_dev/employment_labor/job_opportunities.asp

15

Screening Test for Electrical Screening Test for Electrical ApprenticeshipsApprenticeships

Source: National Joint Apprenticeship and Training Committee for the Electrical Construction and Maintenance Industry, http://www.njatc.org/training/apprenticeship/index.aspx

16

More Workers Who Took Algebra II More Workers Who Took Algebra II Say They Were “Well Prepared”Say They Were “Well Prepared”

46%

68%

0%

25%

50%

75%

Students who did not go to college

Completed lessthan Algebra I I

CompletedAlgebraI I /more

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

High school graduates reporting they were well prepared for the expectations of work

17

72%

48%

41%

38%

Students who did not go to college

Nearly Half of Grads Entering the Nearly Half of Grads Entering the Workplace Regret Not Taking More Workplace Regret Not Taking More Advanced Math Courses in H.S.Advanced Math Courses in H.S.

Knowing what you know today about the expectations of work …

Would have taken more challenging courses in:

Would have taken more challenging courses in at least one area

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

Math

Science

English

18

Advanced Math = Strong EconomyAdvanced Math = Strong Economy

Advanced Math = Advanced Math = A Strong EconomyA Strong Economy

19

Helping U.S. Students Become Globally Helping U.S. Students Become Globally Competitive in Math and Science Would Competitive in Math and Science Would Boost Economic GrowthBoost Economic Growth

If it took 10 years to meet goal

If it took 20 years to meet goal

If it took 30 yearsTo reach goal

Total U.S. K-12 spending

0

10

20

30

40

1989

1994

1999

2004

2014

2019

2024

2029

2034

2039

2044

2049

2054

2059

2064

Percent Addition to GDP from Raising Math and

Science Scores to Top in the World

NOTE: “K-12 education expenditures are assumed to be constant at the level attained in 2005. These data show that economic benefits from a 1989 reform that raised the U.S. to the highest levels of test performance would cover the cost of K-12 education by 2015.”Source: Hanushek, E. A., Et Al. (2008, Spring). Education and economic growth. Education Next, 8(2), 62-70. (p. 69)

20

Advanced Math Could Advanced Math Could IncreaseIncrease Opportunity and Opportunity and DecreaseDecrease Income GapsIncome Gaps

“The math curriculum appears to be responsible for around 27 percent of the earnings gap experienced by students from lowest-income families relative to middle-income families.”

“This finding is important because it suggests a tool—namely the math curriculum—for increasing the degree of equity in students’ earnings opportunities later in life.”

Source: Rose, H. & Betts, J. R. (2004, May). The Effect of High School Courses on Earnings. The Review of Economics and Statistics, 86(2), 497-513. Based on data in Table 2 on p. 501.

All Students Need

Advanced Math

© September 2008