Math and Science Reform

Politicians, academics, and business and community members all seem to be raising
concerns that America is not as globally competitive as it once was. This is due, in part, to
the fact that public schools in America are not producing high school graduates with the
math, science, and technical skills to succeed in higher education or be employed in a
knowledge-based, global marketplace. According to the Bureau of Labor Statistics, jobs
requiring science, engineering or technical training will increase 24 percent between 2004
and 2014 to 6.3 million.1 However, less than half of high school graduates in the United
States are academically prepared for college-level math and science. Between 1970 and
2010, America’s proportion of science and engineering doctorates will fall from 50
percent to 15 percent.2 Additionally. the U.S. ranked 27 out of 39 countries in the 2003
Program for International Student Assessment (PISA), which measures 15-year-olds’
ability to solve real-life math problems.3
What can be done in math and science reform by local education funds (LEFs)?
A number of LEFs have been working to improve math and science instruction in public
schools and have approached the problem from a variety of angles:| Building coalitions of educators, businesses, and community members to pool
energy and expertise;| Establishing teacher networks so teachers learn from and support one another;| Training subject-matter specialists to build the capacity and knowledge of
teachers in a school, and| Redirecting and supporting math and science curriculum, which will more
effectively build students’ abilities and interests.
VOL. 1 NO. 1
Local Education Fund Issue Brief
OVERVIEW
PUBLIC
EDUCATION
NETWORK
I N S I D E T H I S I S S U E :
OVERVIEW 1
EDUCATI O N -
BUSINES S -
COMMUNITY
2
TEACHER
NETWORK
2
TEACHER
PROFESSIONAL
DEVELOPMENT
3
CURRICULUM
REFORM
3
FURTHER
RESOURC E S
4
MATH AND SCIENCE REFORM
1. U.S. Department of Education. Strengthening Education: Meeting the Challenge of a Changing World (Fact Sheet).
January 2006.
2. U.S. Department of Education. Increasing America’s Competitiveness. January 2006.
3. Lemke, M., Sen, A., Pahlke, E., Partelow, L., Miller, D., Williams, T., Kastberg, D., Jocelyn, L. (2004).
International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S.
Perspective. (NCES 2005–003). Washington, DC: U.S. Department of Education, National Center for
Education Statistics.
JULY 2 0 0 6
MATH AND S C I E N C E R E FOR M
Philadelphia Math and Science Coalition (www.philaedfund.org/mathandscience/index.html)
Carol S. Fixman, Executive Director, cfixman@philaedfund.org
The Philadelphia Education Fund has convened a coalition of Philadelphia’s corporate, university, and school district
communities to address the pressing challenge of preparing youth to excel in mathematics and science, and to help
secure the future economic growth of the Philadelphia region and the nation. The coalition is dedicated to
positioning Philadelphia students to succeed in post-secondary education, and join the workforce in jobs that
increasingly require math and science backgrounds; preparing youth to compete in and contribute to a knowledge
based economy; and graduating students who are well-informed citizens able to make smart decisions throughout
their personal and public lives regarding issues of personal finance,
health, the environment, the economy, and related local and national
policy issues.
The Philadelphia Education Fund is taking the leadership role in
convening the partners as well as synthesizing, articulating and
implementing the goals of the Coalition. The Coalition is focusing on
developing highly qualified math and science teachers through
partnerships among universities, corporations, and schools. A steering
committee is currently leading the strategic planning for developing and
sustaining this long-term partnership.
EDUCATION-BUS I N E S S - COMMUN I TY C OAL ITI O N
Page 2
An education-business-community
coalition is also being convened by
Linking Education and Economic
Development in Sacramento, CA
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d-consortia.html
Math and Science Network (www.sfedfund.org/programs/network_overview.php)
Mark Triplett, Program Manager, mark@sfedfund.org
San Francisco Education Fund brings together K-12 math and science teachers to both educate and support one
another in their mutual pursuit of quality math and science education. Teachers involved in the program learn about
new developments in math and science education; share personal experiences and techniques with others working in
the same subject area or grade level; collectively develop effective
teaching strategies that address the needs of diverse student populations,
and cultivate professional relationships within and across schools. The
program emphasizes self-reflection and self-assessment as important
tools in a teacher’s efforts to improve. Network teachers overwhelming
report the success of the program: 93 percent reported a positive change
in their instructional practice based on their participation in the
Network, and 86 percent noticed improved student performance that
could be attributed to their involvement in the Network.
TEACHER NETWORK
Other LEFs facilitating teacher networks
in math and science:
New Visions for Public Schools in
New York, NY
(www.newvisions.org/teaching_learning
/ln/index.asp)
Urban Education Partnership in Los
Angeles, CA (www.laep.org/target/)
MATH AND S C I E N C E R E FOR M Page 3
K-5 Mathematics Initiative (www.houstonaplus.org/k5math.htm)
Patricia Lucey-Burks, Program Coordinator, plucey-burks@houstonaplus.org
Houston A+ Challenge chose to focus on elementary school because of its importance in establishing a firm
understanding of mathematical concepts. Mathematics specialists are selected for their experience as classroom
teachers; their expertise in teaching mathematics, and their interest in working with teachers as well as students. At
the inception of the K-5 Mathematics Initiative in 2000-2001, there were five mathematics specialists in eight
elementary schools. By the 2005-2006 school year, this project a joint partnership of the Houston Independent
School District, the ExxonMobil Foundation and the Houston A+ Challenge has grown to include 17 elementary
schools with 18 math specialists and two middle schools. The specialists
participate in professional development to improve their mathematics
content knowledge and to learn the latest research and the most effective
instructional practices in mathematics, assist classroom teachers onsite by
co-teaching math lessons, and conduct sessions to educate administrators
and teachers on best practices in math instruction. Participating schools
also host parent and family math events designed to enhance parents'
math skills, teach the processes their children undertake when learning
mathematics, and share specific lessons their children are learning.
TEACH E R PROFE S SIONAL D EVELOPMENT
Another LEF initiative addressing the
professional development of math and science
teachers is being conducted by the
Mobile Area Education Foundation
in Mobile, AL
(www.maef.net/pages/All/SubPage.asp?
S=Mobile%20Math%20Initiative )
A number of LEFs are conducting curriculum reform initiatives. The Education Foundation of Charleston, SC
and the Public Education Fund in Chattanooga, TN have formed career academies featuring business and
technology, environmental sciences, manufacturing and engineering, and health sciences in a number of high schools.
These programs combine rigorous curriculum, a smaller, personalized learning environment, and an introduction to a
particular career field through the classroom curriculum and internships in the community.
Partners in Public Education, in Memphis, TN, is utilizing an interactive online science program called Kit &
Kaboodle to spur 3rd, 4th, and 5th graders’ interest in science and technology. Hillsborough Education Foundation
in Tampa, FL has built community financial support for Nature’s Classroom, a program which has reached 300,000
sixth graders since 1969. The outdoor learning facility sponsors three-day academic adventures during which 250-350
students per day learn about the Hillsborough River ecosystem, and what people can do to protect it. The field
activities are supplemented with extensive classroom preparation and follow-up.
CURRICULUM REFORM
The Education Foundation: www.theeducationfoundation.org/content.asp?catID=9085
Public Education Fund: www.pefchattanooga.org/www/docs/3/new_society/
Partners in Public Education: http://www.pipememphis.org/index.php
Hillsborough Education Foundation: http://www.educationfoundation.com/index.cfm/
fuseaction/Programs.Natures_Classroom
601 Thirteenth Street NW
Suite 710 South
Washington, DC 20005
Phone: 202.628.7460
Website: www.PublicEducation.org
P U B L I C E D U C A T I O N
NETWORK
To build demand and mobilize resources for quality public education for
all children through a national constituency of local education funds and
individuals.
P E N ’ S M I S S I O N
Every day, in every community, every child in American benefits from a
quality public education.
P E N ’ S V I S I O N
MATH AND S C I E N C E R E FOR M Page 4
1. American Association for the Advancement of Science - An international nonprofit organization dedicated
to advancing science around the world by serving as an educator, leader, spokesperson and professional
association. In addition to organizing membership activities, AAAS publishes the journal Science, as well as many
scientific newsletters, books and reports, and spearheads programs that raise the bar of understanding for science
worldwide. (www.aaas.org)
2. Education Commission of the States - An interstate compact created in 1965 to improve public education by
facilitating the exchange of information, ideas and experiences among state policymakers and education leaders.
Profiling the educational issues in science and mathematics, ECS provides reports on state activities as well as
selected research. A new report examines high-leverage policies in the states to improve teacher recruitment,
preparation and professional development for mathematics and science instructors, as well as various approaches
in the states to provide students with rigorous curricula in these subject areas. (www.ecs.org)
(http://www.ecs.org/clearinghouse/68/73/6873.doc).
3. National Council of Teachers of Mathematics - A public voice of mathematics education, providing vision,
leadership, and professional development to support teachers in ensuring mathematics learning of the highest
quality for all students. NCTM is the world’s largest mathematics education organization, with 100,000 members
and 250 affiliates throughout the United States and Canada. (www.nctm.org)
4. National Science Foundation - NSF is an independent federal agency tasked with keeping the United States at
the leading edge of discovery in a wide range of scientific areas, from astronomy to geology and zoology. One
essential element in NSF's mission is support for science and engineering education, from pre-K through
graduate school and beyond. (www.nsf.gov)
5. National Science Teachers Association - The largest organization in the world committed to promoting
excellence and innovation in science teaching and learning for all. NSTA's current membership of more than
55,000 includes science teachers, science supervisors, administrators, scientists, business and industry
representatives, and others involved in and committed to science education. (www.nsta.org)
6. TERC - A nonprofit organization whose work in mathematics and science education includes research,
curriculum and technology development, and implementation support in the form of professional development
and assistance to districts and schools. TERC programs span pre-kindergarten through college, and include adult
basic education and informal learning at museums, at home, and in afterschool programs. Research drives the
development of all activities and products in an effort to create new knowledge about science and math teaching
and learning. TERC collaborates with a variety of partners, including school districts, universities, communitybased
groups, and other research and development organizations. (www.terc.edu)
RESOURC E S F O R F U RTHER CONSULTAT I O N