I think if the policy was "calculus isn't an important goal, we should actually teach stats" the reaction would be different. I give the edge to calculus becau

I think if the policy was "calculus isn't an important goal, we should actually teach stats" the reaction would be different. I give the edge to calculus because it allows students to go right into physics and be able to graduate college with an engineering degree in four years (saving them time and money), but any challenging quantitative material would be good for their development. The big picture goal is to show them there is this big world of problems that can be approached with specialized knowledge and get them familiar with what it takes to gain that knowledge.