Americas Pressing Challenge Building a Stronger Foundation National Science Board, 2006

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Americas Pressing ChallengeBuilding a Stronger
FoundationNational Science Board, 2006
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Precollege STEM education is the foundation of
our Nation!
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Preparing Our Children Math and Science
Education in the National Interest National
Science Board, 1999
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Long-term National Assessment of Educational
Progress
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International Education Comparisons
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Comparison of TIMSS and PISA

• Program for International Student Assessment
  (PISA) Measures students ability to apply
  scientific and math concepts and skills
  applying knowledgeIncludes only OECD
  industrialized countriesU.S. 15-year-olds below
  international average

• Trends in International Mathematics and Science
  Study (TIMSS)
• Measures mastery of curriculum-based knowledge
  and skills memorizing facts
• Includes both developed and developing nations
• U.S. 4th and 8th grade students above
  international average

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International Natural Science and Engineering
Bachelors Degrees
The decline in the U.S. rank indicates that other
economies are building up the NSE capabilities
of their populations and labor forces more
rapidly than the U.S.
Number of NSE degrees/100 24-year olds, selected
locations 1975 and 2000 or latest year
Taiwan (2003)
1975
Finland
2000/latest
Lithuania
South Korea
Australia
France
United Kingdom (2000)
Russia (1999)
European Union
Japan (2004)
Poland
Canada (2001)
Singapore (1995)
Italy
Germany
United States
China (2001)
India (1990)
0
5
10
15
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SOURCE OECD, Education at a Glance, and national
sources
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In national assessments of science achievement,
only about one-third of 4th and 8th graders
reached the proficiency level in science for
their grade in 2000. Rates were lower for 12th
graders.
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the generation of scientists and engineers who
were motivated to go into science by the threat
of Sputnik in 1957 are reaching their
retirement years and are not being replaced --
Thomas L. Friedman, The World is Flat
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Changing Workforce

• SE occupations are expected to continue rapid
  growth four times annual growth rate of all
  occupations since 1980
• New SE workers will need sophisticated SMET
  skills starting early in education career
• Technological advances in all fields will require
  solid foundation in science and math must act
  now

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Challenge for K-12 Science and Mathematics
Education

• Performance disparities among students from
  disadvantaged populations
• Starting in kindergarten
• Persisting across grades
• Widening over time

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Why we need Science for ALL Americans

• Participate intelligently in making social and
  political decision!

• Enhance competitiveness

• Protect standard of living

• Enter the middle class

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Inequity of Access to Science and Math Education

• Most 2000 high school graduates attended schools
  that offered advanced math and science courses
• But in practice, some groups
• Lack of preparation or completion of prerequisite
  classes
• Are discouraged from taking advanced math and
  science courses
• Or drop out of advanced courses

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National Science Board Findings

• A High Quality Science and Mathematics Teaching
  Workforce is Key
• Teacher Compensation Needs to be Competitive
• Teacher Development Must Respond to Need
• New Communication Technologies Offer New
  Challenges and Opportunities for Educators
  Standards for Education What gets Measured gets
  Taught

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A High Quality Science and Math Teaching
Workforce is Key

• Knowledgeable and skilled teachers are able to
  close student achievement gaps, but
• Number of certified science and math teachers at
  middle and high schools are down
• Science education for pre-service teachers is
  less rigorous than other subjects
• Elementary teachers do not feel qualified to
  teach science

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Teacher Compensation Needs to be Competitive

• Teacher salaries nearly flat in last decade
• Fifteen states had real declines in average
  teacher salaries (inflation adjusted)
• 23 of science and math teachers left profession
  between 2000 and 2001 for better salary and
  benefits elsewhere
• Nation will need 2 million new teachers due to
  attrition, retirement and increase student
  enrollment
• 240,000 science and math teachers in middle and
  high schools will be needed

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Teacher Development Must Respond to Need

• Professional development (circa late 1990s)
  mainly consists of one-time workshop with little
  follow-up
• Teaching improvement training for only a few
  hours annually
• Studies show minimum of 60-80 hours for
  meaningful change in teacher behaviors
• Teachers must understand advances in science and
  technology in order to teach students

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Lack of Professional Development articulates
directly into the classroom.
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New Communications Technologies Offer New
Challenges and Opportunities for Educators

• Students are technology natives who have grown
  up using advanced IT tools
• Technology has transformed classroom instruction
• Gathering information
• Enhancing student knowledge
• Despite technological sophistication of student
  population, no improvement in math and science
  achievement
• Need professional development for teachers in
  effective use of IT in supporting instructional
  goals and instruction

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Standards for Education What gets Measured
gets Taught

• Science and math are fundamental skills that
  teach critical and analytical thinking
  Assessments must measure more than simple recall
  Assessments must measure problem-solving skills
  and the application of knowledge

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. . .math and science are the keys to
innovation and power in todays world, and
American parents had better understand that the
people who are eating their kids lunch in math
are not resting on their laurels. -- Thomas
Friedman, 2005
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National Science BoardRecommendations

• Improve Public Support
• Develop and Retain a High Quality Mathematics and
  Science Teaching Profession
• Provide Students Appropriate Opportunities to
  Learn
• Prepare Guidance Counselors to Provide Quality
  Career Guidance
• Use Assessments to Reinforce Learning

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NSB RecommendationImprove Public Support

• Ensure that science and education Gatekeepers
  value STEM skills and knowledge
• Educate public on importance of competitive
  compensation for science and math teachers
• Increase public knowledge and appreciation of
  importance of STEM

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NSB RecommendationDevelop and Retain a High
Quality Mathematics and Science Teaching
Profession

• Induction programs for retention and development
• Resources to compensate SMET teachers
• Professional development
• K-8 teacher education programs
• Curricula and pedagogical approaches
• Academic content

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NSB RecommendationProvide Students Appropriate
Opportunities to Learn

• Equal time during school day for math, reading
  and science
• Inquiry oriented, hands-on experiences
• Strategies and materials for English Language
  Learners
• Incentives to study STEM and enter STEM careers
• Involve parents, non-classroom educators, and
  community and business organizations

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NSB RecommendationPrepare Guidance Counselors to
Provide Quality Career Guidance

• Training and information about STEM careers,
  both degreed and non-degreed.

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NSB RecommendationUse Assessments to Reinforce
Learning

• Develop tests that measure both subject knowledge
  and overall student understanding of math and
  science concepts Use technology simulations for
  students to demonstrate understanding of
  experimental design Help teachers and
  administrators use student assessments to inform
  and improve teaching and learning

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Electronic Resources
http//www.nsf.gov/statistics/seind06
http//www.nsf.gov/statistics/nsb0602/
http//www.nsf.gov/nsb