Rising Above the Gathering Storm Energizing and Employing America for a Brighter Economic Future (2007) / Chapter Skim
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K–12 Science, Mathematics, and Technology Education
K–12 Science, Mathematics, and Technology Education
Pages 303-324
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From page 303... ...
On comparisons of problem-solving skills, US students perform more poorly overall than do the students in most of the countries that have participated in international assessments. Some believe the United States has failed to achieve the objective established in the Goals 2000: Educate America Act -- for US students to be first in the world in mathematics and science achievement in the year 2000.
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From page 304... ...
• Encourage higher education institutions to establish mathematics and science teaching academies that include faculty from science, mathematics, and education departments through a competitive grant process. • Support promising students to study science, mathematics, and engineering teaching -- particularly those obtaining degrees in science, mathematics, or engineering who plan to teach at the K–12 level following graduation through scholarships and loan programs for students as well as institutional funding.
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From page 305... ...
Promising ideas include small high schools, dualenrollment programs in high schools and colleges, colocation of schools with institutions of higher education, and wider use of Advanced Placement and International Baccalaureate courses. • Help districts institute reorganization of the school schedule to support teaching and learning.
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From page 306... ...
National Assessment of Educational Progress Achievement Levels, 1992-1998 for Science. Washington, DC: National Assessment Governing Board, July 2001.
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From page 307... ...
National Assessment of Educational Progress Achievement Levels, 1992-1998 for Science. Washington, DC: National Assessment Governing Board, July 2001.
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average 1 Met international guidelines for participation rates in 2003 only after replacement schools were included. 2 Hong Kong is a Special Administrative Region (SAR)
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From page 309... ...
Parentheses indicate countries that did not meet international sampling or other guidelines in 1995. All countries met international sampling and other guidelines in 2003, except as noted.
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From page 310... ...
Parentheses indicate countries that did not meet international sampling or other guidelines in 1995 or 2003. See appendix A for details regarding 2003 data.
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From page 311... ...
1 Difference calculated by subtracting 1995 or 1999 from 2003 estimate using unrounded numbers. 2 Met international guidelines for participation rates in 2003 only after replacement schools were included.
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From page 312... ...
SOURCE: National Assessment Governing Board. National Assessment of Educational Progress 2004: Trends in Academic Progress Three Decades of Student Performance in Reading and Mathematics.
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From page 313... ...
SOURCE: National Center for Education Statistics. Highlights from the Trends in International Mathematics and Science Study: TIMSS 2003.
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From page 314... ...
tively when surveyed to statements such as "I like math" than has been the case in the past. The number of schools offering advanced courses, such as Advanced Placement and International Baccalaureate has increased dramatically, but the vast majority of students in high school will never take an advanced science or mathematics course (see Tables K–12-7 and K–12-8; see Figure K–12-3)
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From page 315... ...
the influence that the federal government can exert on state educational systems, school districts, and individual schools. Nevertheless, the federal government can enable change by leveraging its investments in K–12 education, by providing information and other resources to organizations, and by helping to coordinate the many groups and individuals with a stake in science, mathematics, and technology education.
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From page 316... ...
bMeasured by percentage of students eligible for free or reduced-price lunches: very low = 5 percent or less, low = 6-25 percent, medium = 26-50 percent, and high = 51-100 percent. NOTE: AP = Advanced Placement, IB = International Baccalaureate, NA = not available.
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From page 317... ...
The lack of adequate training and background is especially severe at schools serving large numbers of disadvantaged students, creating a vicious circle in which a substandard education and low achievement are intertwined (see Table K–12-11)
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Federal policy initiatives that could help meet these objectives include the following: • Allocate federal professional-development funds to summer institutes that address the most pressing professional-development needs of mathematics and science teachers.7 • Keep summer-institute facilitators -- teachers current with the most effective teaching methods in their disciplines and who have shown demonstrable results of higher student achievement in mathematics and science -- abreast of new insights and research in science and mathematics teaching by providing funding for training them.8 6Ibid.
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From page 319... ...
• Encourage higher-education institutions to establish mathematics and science teaching academies that include faculty from science, mathematics, and education departments through a competitive grant process.9 • Support promising students to study science, mathematics, and engineering teaching -- particularly those obtaining degrees in science, mathematics, or engineering who plan to teach at the K–12 level following graduation through scholarships and loan programs for students as well as institutional funding.10 Qualified college students and midcareer profession 9Ibid.
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53.5 68.7 89.6 41.8 79.3 72.6 57.1 No .......................................... 44.6 58.2 91.0 40.8 74.0 64.1 47.8 All science teachers........................
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Experts in mathematics, science, and technology should be able to become teachers by completing programs to acquire and demonstrate fundamental teaching skills. Recruitment, preparation, and retention of minority-group teachers are particularly important as groups underrepresented in science, mathematics, and engineering become a larger percentage of the student population.11 • Conduct an aggressive national-outreach media campaign to attract young people to teaching careers in mathematics and science.12 • Work for broad improvements in the professional status of science, mathematics, and technology teachers.13 Structured induction programs for new teachers, district–business partnerships, award programs, and other incentives can inspire teachers and encourage them to remain in the field.
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From page 322... ...
Several federal initiatives can serve the national interest in establishing and maintaining high educational standards while respecting local responsibility for teaching and learning: • Help colleges, businesses, and schools work together to link K–12 standards to college admissions criteria and workforce needs to create a seamless K–16 educational system.15 14Bybee and Stage, 2005. 15National Science Foundation, National Science Board.
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From page 323... ...
• Help districts institute reorganization of the school schedule to support teaching and learning.17 Possibilities include devoting more time to study of academic subjects, keeping schools open longer in the day and during parts of the summer, and providing teachers with additional time for development and collaboration. • Provide scholarships for low-income students who demonstrate that they have taken a core curriculum in high school that prepares them to study science, mathematics, or engineering in college.
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From page 324... ...
The challenge facing policy-makers is to find ways of generating meaningful change in an educational system that is large, complex, and pluralistic. 18National Research Council, Committee on a Feasibility Study for a Strategic Education Research Program.
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