The Importance of Family and Consumer Sciences Education
New Jersey State Board of Education Public Testimony
June 17, 2009
Good afternoon! My name is Carolyn Reynolds; and I presently serve as the Executive Director of the
New Jersey Association of Family and Consumer Sciences. Thank you for the opportunity today to share with you my thoughts about the importance of family and consumer sciences education in our New Jersey public schools.
In the early 1990s, several associations serving the "home economics" profession adopted a name change to "Family and Consumer Sciences." In 1994, they adopted the following vision: "Family and Consumer
Sciences Education empowers individuals and families across the life span to manage the challenges of living and working in a diverse global society. The unique focus is on families, work, and their interrelationships."
A "mission" was also adopted. It is: "The mission of Family and Consumer Sciences Education is to prepare students for family life, work life, and careers in Family and Consumer Sciences by providing
needed
well-being of individuals and families across the life span."
Today, many people believe that some subject areas such as family and consumer sciences do not address the "core subjects" or the "21st century skills" However, family and consumer sciences courses are projectbased; and the students do apply content from science, mathematics, language arts literacy, etc. to "solve problems, apply strategies, and design systems." Some examples for language arts include: writing and reading stories for young children; reading instructions for constructing garments and interior design projects; and reading contracts for leases and credit applications. Science activities are numerous in FCS courses as students learn: about caloric content and nutrient values of food and how they have an effect on personal health; and how specific ingredients and or preparation methods dictate a final product in food preparation. Math concepts are taught in foods, clothing construction, interior design and financial/resource management courses.
We also hear that FCS courses/programs in our schools are not addressing the 21st century themes of: global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health literacy. Not only do our FCS courses/programs address each of these themes, the career and technical student organization, FCCLA (Family, Career and Community Leaders of America) provides opportunities for the students to also develop skills in these areas. Members have opportunities to participate in: student exchange programs such as the exchange program with the Future Homemakers of Japan; "Student Body" projects highlighting health; "Financial Fitness" emphasizing personal finance and entrepreneurship; and opportunities for civic literacy through leadership roles in community service projects.

The above examples for "core subjects and 21st century skills" show how the content of family and consumer sciences and its application provide the opportunity for students to relate how content and context intersect with abstract concepts. Students gain greater understanding of today's society and are learning how to cope and prepare for tomorrow.
Family and consumer sciences education supports the national "Career Clusters". The FCS courses/programs prepare students for a variety of careers which fulfill human needs and foster quality of living. Career pathways include careers in: education (of children and adults of all ages); care and services
(of children, the elderly, individuals with special needs); management (of time, money, and other resources); planning (of nutritious meals, finances, lessons and tourism); design (of apparel, housing and interiors); and production (of food, clothing, personal and home products).
In a report from the National Association of State Administrators of Family and Consumer Sciences, it was stated that forty plus states provide family and consumer sciences education courses/programs addressing the following "career clusters": Human Services; Hospitality & Tourism; and Education & Training. New
Jersey would be among the States addressing those areas, as well as, the Finance Career Cluster.
Recently, I read some statistics which I also want to share. Child abuse costs America $94 billion a year.
However, when one student per school receives training in parenting, over $4.6 billion is saved in costs related to child abuse. What would happen if every student received parenting education? Yes, we would be saving billions of dollars; but we would also be developing a place for all persons to be safe and secure.
New Jersey can be proud of the child/human development and parenting education programs which include child development learning laboratories within the family and consumer sciences departments.
Many of our students further their education and become educators, doctors, nurses, and child care workers.
What would the cost be to New Jersey if there were no family and consumer sciences courses/programs for our students? Where would students be prepared with tools to achieve quality of life? Where would students be prepared to be good parents, manage their finances, select and prepare nutritious meals, manage their food, clothing and housing needs, and make informed decisions and solve problems? How would our workplaces be affected if our students didn't have courses to jumpstart their careers in areas such as childhood education, fashion design, food science, dietetics, interior design, and financial education?
In closing, please remember that an investment in family and consumer sciences is an investment in the health and wealth of our New Jersey citizens.
Thank you.