Statistics Should be a Required Course for High School Graduation
The most pressing issue in mathematics curriculum across the United States is the lack of statistics education we provide students. We are not giving our students the tools to be able to understand and utilize statistics properly, nor are we preparing them for a huge market of the work force in the future.
A common joke among math teachers is how short the statistics unit is at the end of the year (unless you actually teach a statistics class). Little time and effort is put forth to teach students statistics, since it makes up such a small portion of standardized tests. For instance, the statistics unit in my Algebra class is quickly glossed over in two weeks since it only accounts for about 10% of the state test.
Yet, the content within that Unit could be much more impactful. In the Algebra 1 Statistics Unit, we learn about correlation, linear regression, and box plots. All three of them are utilized all the time in statistical studies and technology related careers. Yet, the most that I go into these topics is how to solve the possible two questions out of 50 or so that they may see on the state test.
Rather than being emphasized and taught to all students, it is left as a course on its own for advanced students to take advantage of when they want to earn college credit (AP Statistics). Thus, we leave a huge portion of students graduating high school lacking understanding of basic statistical methods, how data should be gathered, limiting bias in statistics, and knowledge of a large field in the work force.
All Jobs Use Statistics
If we value generating a work force that is able to utilize and work with data, then this is the path we need to take. Tech is a huge field that is constantly growing and utilizing data, and it pays extremely well. But it is not just tech that utilizes data. Every modern job that exists utilizes data, charts, or graphs in some form. Business, medicine, trade work, and even teachers utilize data to make decisions each and everyday.
The most common statistical tool is Excel. Excel is widely available and is the backbone of most corporations data analysis and collection (probably not a good thing). It is not difficult to use or teach to students, yet because we do not allow time nor make it a requirement, we do not do it.
The media constantly preaches how we need career ready students and criticizes schools for not preparing students for the work force. School districts constantly flaunt how they are adding in more vocational routes and initiatives to create more job ready candidates in the future. Yet, very few schools have taken the initiative to emphasize statistics and recognize its relevance.
Steps Taken Are Good, But Not Enough
Ironically, as I was creating this article I attended a professional development on the new NJSLS-M standards for the following school year. To be honest, they are great additions with a larger emphasis on statistical measurement and analysis in the early grades. It is a great step towards where we need to go, however it is not enough.
I imagine a high school curriculum that adds the addition of having statistics as the third required mathematics course to graduate. Majority of high schools (at least from what I have seen) only require Algebra 1 and Geometry as the primary course requirements for graduation. Some states have a test that students need to pass and require students to take at least one math class every year they attend (Texas, which is where I am from). Students may take a statistics class offered by their school, but in most cases if it is not AP Statistics then it is more of a financial literacy class (also important).
Students need to learn the process of collecting data without bias, the proper ways to analyze the data, and how to interpret the results correctly and accurately. If we value increasing awareness of misinformation that is spread through statistics, we will take these measures. If we value giving our students the best opportunities to have well paying jobs and be economically secure in the future, we will take these measures.
The world is changing and thus schools need to change as well. Not in a major shift, however the mathematics curriculum we teach needs to reflect the current skills that students need to be successful. I recognize that if we emphasize everything, then we emphasize nothing. However, the argument for incorporating statistics into mathematics curriculum is strong, and implementation of it is more important than ever.