Math-Science Initiative Preparing America’s Future Math-Science Initiative Susan Sclafani, Assistant Secretary US Department of Education

No Child Left Behind Key Principles Increase accountability for student performance Focus on what works Reduce bureaucracy and increase flexibility Choices for students and parents

We spend more on Education then we do on Defense We spend more on Education then we do on Defense. (We spend 380 billion on Defense vs. 501 billion on Education)

On two national reading assessments (NAEP Long-Term Trend & New NAEP), scores have remained flat despite increased funding.

Economic Change Changing nature of the workforce. Fastest growing jobs require some education beyond high school. Employers express concern about the lack of essential skills among students. In today’s world, financial capital, technology, information, and goods flow freely across borders. In order to maintain the advantage or to even compete in the global economy, We need a workforce that is well educated and entrepreneurial. Today’s workplaces, are also changing as the marketplace increasingly provides companies with incentives to be as lean and flexible as possible. Employers need to rely on people who can handle multiple tasks, interact well with their colleagues, respond to varying customer needs, identify problems, and make quick decisions on how to fix them. “Most employers say high school graduates lack basic skills. Over 60% of employers rate graduates’ skills in grammar, spelling, writing and basic math as only “fair” or “poor” One study estimated the cost of remedial training in reading, writing, and mathematics to a single state’s employers at nearly $40,000 a year” (The American Diploma Project, Ready or Not, 2004)

Skill Level Changes 1950 1997 Skilled Unskilled 20% 15% Unskilled 60% Professional 20% Professional 20% Skilled 65% Recent increase in the immigrant population competing for unskilled jobs Most unskilled jobs do not pay enough to support a family on 1950 1997 National Summit on 21st Century Skills for 21st Century Jobs

Graduation Rates for the United States All Students 70% White 72% African American 51% Hispanic 52% Manhattan Institute Data from Public High School Graduation and College Readiness Rates in the U.S. (September 2003)

12th Graders Scoring “Below Basic” Losing Our Edge? NAEP 2000 Math Assessment 12th Graders Scoring “Below Basic” 35 percent of all students 56 percent of Hispanic students 69 percent of African-American students 60 percent of low-income students 23 percent of students with college-educated parents On international assessments, the math performance of our high school students is mediocre. But many of us do not realize just how dismal their performance really is. More than one-third of 12th graders scored “below basic” on the NAEP math assessment in 2002. What does “below basic” really mean? Let’s look at some examples. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000

A Question Most “Below Basic” Students Answered Incorrectly Chris wishes to carpet the rectangular room shown below. To the nearest square yard, how many square yards of carpet are needed to carpet the floor of the room if the closet floor will not be carpeted? (1 square yard = 9 square feet) This is math question most “below basic” students answered incorrectly. Keep in mind that students were allowed to use calculators throughout the exam.

NAEP 2002 Reading Assessment 12th Graders Scoring “Below Basic” Losing Our Edge? NAEP 2002 Reading Assessment 12th Graders Scoring “Below Basic” 26 percent of all students 39 percent of Hispanic students 46 percent of African-American students 40 percent of low-income students 18 percent of students with college-educated parents On international assessments, the math performance of our high school students is mediocre. But many of us do not realize just how dismal their performance really is. More than one-third of 12th graders scored “below basic” on the NAEP math assessment in 2002. What does “below basic” really mean? Let’s look at some examples. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002

High Expectations? In 2003, 66 percent of entering freshmen at 4-year colleges and universities reported that they had studied or done homework for less than six hours per week during their senior year of high school. As a part of our regional summits on high school reform, we invited students to sit at the table in the form of a panel. When asked if they felt they were being challenged, the majority of them replied that they are not being asked to do as much as they are capable of Sax, L.J., et al. The American Freshman: National Norms for Fall 2003

College remediation rates Entering freshmen, 2000 All 28% Public 2-year 42% Public 4-year 20% Private 4-year 12% Nearly a third of the students who enter postsecondary education in this country do not have the academic foundation needed to do college-level work. Last November, the National Center of Education Statistics published the results of a new survey of institutions of higher education about student participation in remedial courses during the 2000-01 school year. The survey found that: 28% of all freshmen who entered postsecondary education in 2000 were placed in remedial courses – this is 671,000 students. 42% of freshmen at 2-year public institutions—generally, community and technical colleges—were placed in remediation. 20% of freshmen at 4-year public institutions were enrolled in remedial courses. 12% of freshmen at private 4-year schools were placed in remediation. NCES last conducted this survey in 1995. Though the issue of college remediation has received a great deal of attention from educators and policy-makers since that time, NCES found that the proportion of freshmen who enroll in remedial courses has not changed since 1995. Source: NCES, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000,

Community college freshmen placed in remediation, by subject, 2000 Reading, writing, or math 42% Reading 20% Writing 23% Math 35% Freshmen entering community colleges in 2000 had the greatest problems with math: 35 percent lacked college-ready math skills and were placed in a remedial math course. But the reading and writing skills of a significant number of entering freshmen also fell short of what they needed to enroll in college-level courses. About one in four students were placed in a remedial writing course and one in five were placed in a remedial reading course. Source: NCES, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.

Teacher Impact Value Added Studies Children assigned to three effective teachers in a row scored at the 83rd percentile in math at the end of 5th grade, while children assigned to three ineffective teachers in a row scored at the 29th percentile. William Sanders, University of Tennessee Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Subject Matter Knowledge High school math and science teachers with a major in their field of instruction have higher achieving students than teachers who are teaching out-of-field. These effects become stronger in advanced math and science courses in which the teacher's content knowledge is presumably more critical (e.g., Brewer & Goldhaber, 2000; Monk, 1994; Monk & King, 1994; Rowan, Chiang, & Miller, 1997; Chiang, 1996). Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Impact of Professional Development When professional development is focused on academic content and curriculum that is aligned with standards-based reform, teaching practice and student achievement are likely to improve. Wiley and Yoon, 1995; Brown, Smith and Stein, 1986; and Kennedy, 1998. Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

What’s Needed, Pinky Nelson Teacher Preparation and Professional Development. Targets content in benchmarks and standards Incorporates elements of good instruction Works in context of curriculum materials Coherent curriculum K-12 Tells a story Published research on student learning of specific ideas Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

What’s Hard to Hear, Pinky Nelson Most science teaching is ineffective in K-14 Most students are not learning much science Teaching and learning science is hard It does not have a mechanical component like math and reading Most curriculum materials are not research based and do not help teachers teach or students learn Only about 1000 hours are available to teach science K-12: 50 hrs/yr in K-5, 100 hrs/yr in 6-12 Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Relationship Between “Liking Math” and Doing Well Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Constructivist Approaches Skills-based Approaches The Math “Wars” Constructivist Approaches Skills-based Approaches Knowledge is constructed Knowledge is imparted Children should develop their own understanding Children should master standard facts & concepts Authentic problems Skill-relevant problems Intrinsically motivated Extrinsically motivated Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Impact Research Results Classroom-based assessment + Structured peer feedback Tracking - Understanding Direct instruction + - ? Discovery Authentic problems Work and practice Curriculum ? Implementation System alignment Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Coherent Curriculum – A+ Countries Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Goals of Mathematics-Science Initiative Increase public awareness of the vital importance of mathematics and science education Recruit, prepare, and retain teachers with strong mathematics and science backgrounds Develop a comprehensive research framework on mathematics and science learning and assessment Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Math-Science Initiative Web-based Resources www.ed.gov/inits/mathscience Math Summit 2/6/03 Papers, Webcast, PowerPoints Teacher Professional Development Action Plan Public Engagement Campaign Science Summit 3/16/04 www.vodium.com/goto/doed/sciencesummit.asp Equip state and local education leaders with current knowledge about high schools. Seven regional summits were recently held to get the process started. Technical assistance is also being provided through follow up calls with the states as well as through print and electronic materials; Develop the expertise and structures within the Department of Education to provide effective technical assistance and support to state and local governments; and   Facilitate a national dialogue to raise awareness about the need for significant reform in American high schools.

Math-Science Partnerships State Competitions Partnership of Departments of Math, Science or Engineering and High Need School district May include colleges of education, other school districts, CBOs, informal science entities, or corporations Research-based evaluations Funding based on numbers of students in poverty

Preparing America’s Future Key Principles High expectations for all Innovative learning structures that fully engage students High-quality teaching and leadership, and Accelerated transitions to work or additional education. Proficiency is the floor not the ceiling Increase the amount of advanced placement and dual enrollment courses being offered, and increase the amount of students taking them Build schools that work around the 21st century teen who is used to computer and video games and surfing the internet. Though there are many great teachers, there are many poor ones too. Teachers who have the attitude that they get paid whether children learn, or who don’t believe that every child can learn, who are not willing to adapt their curriculum to the needs of their students, and many who do not have a major in the subject they are teaching.

Jobs for the 21st Century Striving Readers Initiative: $200 million in grants to 50 to 100 school districts to implement effective reading interventions for middle or high school students. Math and Science Partnerships: $120 million in grants for interventions to increase achievement in mathematics for secondary students. Adjunct Teacher Corps: $50 million to recruit mid-career professionals to teach math and science in middle and high schools.

Jobs for the 21st Century Advanced Placement (AP): $28 million for professional development for AP teachers in high-poverty high schools. State Scholars Initiative: $12 million to expand the State Scholars program to all interested states. Enhanced Pell Grants: $30 million to enhance Pell Grants to reward low-income students who participate in the State Scholars Program by taking a rigorous high school curriculum. Up to an additional $1,000 per year to students in the first two years of college.

Smaller Learning Communities High schools larger than 1000 $.5million-$1 million per school over five years Focus on academic achievement for all students Sustainability grants for first time Option for adolescent literacy grants The Secretary turned around the Houston School District when he was Superintendent, by involving the Community. He is very big on the concept, and he is very excited about working with the Kiwanis on this project.