Rising Above the Gathering Storm Energizing and Employing America for a Brighter Economic Future (2007) / Chapter Skim
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5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century?
5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century?
Pages 112-135
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From page 112... ...
Without basic scientific literacy, adults cannot participate effectively in a world increasingly shaped by science and technology. Without a flourishing scientific and engineering community, young people are not motivated to dream of "what can be," and they will have no motivation to become the next generation of scientists and engineers who can address persistent national problems, including national and homeland security, 112
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From page 113... ...
Today there is such a shortage of highly qualified K–12 teachers that many of the nation's 15,000 school districts4 have hired uncertified or underqualified teachers. Moreover, middle and high school mathematics and science teachers are more likely than not to teach outside their own fields of study (Table 5-1)
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From page 114... ...
At the same time, we must emphasize the need for research and evaluation to serve as a foundation for 6National Research Council. Attracting Science and Mathematics PhDs to Secondary School Education.
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From page 115... ...
They are designed to give new K–12 science, mathematics, and technology teachers a solid science, mathematics, and technology foundation; provide continuing professional development for current teachers and for those entering the profession from technology-sector jobs so they gain mastery in science and mathematics and the means to teach those subjects; and provide continuing education for current teachers in grades 6–12 so they can teach vertically aligned advanced science and mathematics courses.7 One fortunate spinoff of enhanced education of K–12 teachers is that salaries -- in many school districts -- are tied to teacher educational achievements. ACTION A-1: 10,000 TEACHERS FOR 10 MILLION MINDS Annually recruit 10,000 science and mathematics teachers by awarding 4-year scholarships and thereby educating 10 million minds.
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From page 116... ...
Teacher Quality and Student Achievement: A Review of State Policy Evidence. New York: Center for the Study of Teaching and Policy, 1999.
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From page 117... ...
system offers its California Teach program, which, by 2010, should graduate a thousand highly qualified science and mathematics teachers each year.15 California Teach provides every STEM student in the university with an opportunity to complete the STEM major and pedagogical training in a 4-year program. Early in the program, students work as paid classroom assistants in elementary and middle schools, supervised by mentor teachers.
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From page 118... ...
UCSan Diego, for example, might host a high school chemistry institute that would be open to students and faculty from all campuses. At each institute, students and faculty (those from UC, those who are visiting, and master secondary school teachers)
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From page 119... ...
Replicating the strong points of such programs around the country will transform the quality of our science and mathematics teaching.16 ACTION A-2: A QUARTER OF A MILLION TEACHERS INSPIRING YOUNG MINDS EVERY DAY Strengthen the skills of 250,000 teachers through training and education programs at summer institutes, in master's programs, and in Advanced Placement (AP) and International Baccalaureate (IB)
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From page 120... ...
Summer institutes for secondary school teachers of science and mathematics have existed in various forms at least since the 1950s, often with corporate sponsors.19 The National Science Foundation (NSF) started funding teacher institutes in 1953, when shortages of adequately trained person Research Association, Montreal, Quebec; National Research Council.
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From page 121... ...
After a leveling period during the 1970s, National Science Foundation support for teacher institutes was discontinued in 1982. Support for the teacher institute programs was resumed the following year following several national reports detailing the severe problems facing science teaching and with growing recognition of the shortage of qualified science teachers.
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From page 122... ...
Added benefits are seen in improvements in hiring and recruitment of teachers and administrators, increased expenditures for instructional materials, changes in how teachers are observed and evaluated in the classroom, augmented instructional support services, development of new districtwide science assessments, and the leveraging of significant additional external resources for science education programs. MISE also has helped to lead the way in the creation of statewide science content standards and professional development standards.
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From page 123... ...
The Laboratory Science Teacher Professional Development program was designed by the Office of Science in the Department of Energy (DOE) to create a cadre of outstanding middle and high school science and mathematics teachers who will serve as leaders in their local and regional teaching communities.27 Through this 3-year program, teachers establish long-term relationships with DOE mentor scientists and 27US Department of Energy, Office of Science, Office of Workforce Development for Teach ers and Scientists.
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From page 124... ...
Among its activities for teachers and students are summer academies at its flight centers and workshops.29 Action A-2 Part 2: Science and Mathematics Master's Programs The second element of this implementation action would, through parttime 2-year master's degree programs granted by the colleges of science and engineering (working with the colleges of education) at the nation's research universities, enhance the education and skills of current middle and high school science, mathematics, and technology teachers as well as those with science, mathematics, and engineering degrees who decide to pursue teaching either upon graduation or later in their career.
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From page 125... ...
the ability to offer four to five programs in mathematics, biology, chemistry, physics, engineering, computer science, or integrated science for a total of 500 competitive institutional grants nationwide. The programs would focus on content education and pedagogy and would each provide in-classroom training and continuous evaluation for approximately 20 inservice middle and high school teachers and career changers.30 The program's master teachers31 would provide leadership in their own districts for all the programs included in this recommendation.
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From page 126... ...
At the end of 2 years (three summers and alternate Saturdays during the school year) , teachers graduate with master's of science degrees in chemistry education or integrated science education.
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From page 127... ...
The foundation for each program is intensive, 4-year professional development, focused on content, delivered by the College Board and by master teachers in local school districts. Assuming satisfactory performance, AP/IB teachers can, under the proposed program, receive annual incentive payments of $1,800 and pre-AP teachers receive annual incentive payments of $1,000.
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From page 128... ...
Excellent resources for the development of K–12 science, technology, and mathematics curricular materials include the National Science Education Standards,38 Project 2061,39 and numerous Web-based compendia, including the National Science Digital Library.40 Gateway to Educational Materials (GEM) , sponsored by the US Department of Education, is a collaborative effort to collect materials and provide them free to educators.
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From page 129... ...
Comprehensive teacher education is a critical component of PLTW, and the curriculum uses cutting-edge technology and software that require specialized education. Continuing education supports teachers as they implement the program and provides for continuous improvement of skills.
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Advanced Placement and International Baccalaureate Examination Result in Texas 2003-2004. Document no.
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From page 131... ...
Yet Dallas students achieve outstanding AP results. African American and Hispanic students pass AP examinations in mathematics, science, and English at a rate four times higher than the national average for minority students, and female students pass the examinations at twice the national rate.49 EFFECTIVE CONTINUING PROGRAMS The committee proposed expansion of two additional approaches to improving K–12 science and mathematics education that are already in use: • Statewide Specialty High Schools.
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How Well Do Advanced Placement Students Perform on the TIMSS Advanced Mathematics and Physics Tests? International Study Center, Lynch School of Education, Boston College, June 2001.
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2005. The 2004 results are based on updated data received from the Dallas Independent School District for AP examinations in mathematics, science, and English.
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Some in other states score, on the average, about even with schoolchildren in scarcely developed nations. In the United States, many more suburban school districts can provide smaller classes, better-paid teachers, and more com puters than can the schools for most urban and rural children.
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From page 135... ...
For example, some have argued that the International Baccalaureate program has established neither teacher qualifications nor standards for faculties and that the Advanced Placement curriculum needs better quality control.d Others have sug gested that summer teacher-education programs are merely vehicles for textbook companies; others argue that any teacher-education programis worthless unless there is a strong in-classroom, continuing mentoring component. aOrganisation for Economic Co-operation and Development.
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