U.S. science and math communities “need to work hand-in-hand” with colleges and universities, businesses, federal and state government, donors, and other organizations to reform science and math education, said Phillip Griffiths, chair of the Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education. At a June 10 event to launch the commission’s new report on this subject, representatives from these groups shared a common theme: America must “do school differently” to achieve reform, and now is the optimal time.

The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy recommends changes and discusses innovations already succeeding. More than 65 groups have agreed to work together to achieve the report’s goals:

• higher levels of mathematics and science learning for all American students;
• common standards in math and science that are fewer, clearer, and higher, coupled with aligned assessments;
• improved teaching and professional learning, supported by better school and system management; and
• new designs for schools and systems to deliver math and science learning more effectively.

“We don’t really believe what our students can accomplish. They can!” said Education Secretary Arne Duncan. The nation has to continue to raise standards for students to “educate our way to a better economy,” he noted, and now is the time to do so because America has “unprecedented resources” and bipartisan support for education reform.

Moving toward “career-ready standards” is an important first step, said Duncan. “We’ve had 50 states doing their own thing,” and the education system has been “lying to parents” about their children’s readiness for college and careers. The nation should have one “high bar” of achievement for students to reach, he suggested, and “get honest” about schools that are struggling so they can be helped. He proposed changing 1% of these schools each year for four to six years.

“Great teachers matter” in helping children in these schools succeed, he observed. America needs to find ways to reward teacher excellence—perhaps via stimulus funds. Duncan also favors alternative teacher certification to help bring mid-career scientists, mathematicians, engineers, and health care workers into the classroom.

He outlined the need for comprehensive data systems showing which programs are producing the best teachers and students. Because some states forbid the linking of data on students and teachers, it’s hard to determine “what’s working and what’s not,” he explained.

What Works

During the event, representatives from key organizations discussed their ideas for reforming science and math education. Harold Varmus, president of Memorial Sloan-Kettering Cancer Center and chair of the Presidential Council of Advisors on Science and Technology, said the report’s recommendations are critical because “virtually every item” has been or is being tested. He noted that while working scientists may not seem to understand education issues, they know the importance of producing scientists, educators, and citizens who can make informed decisions.

Scientists need to be more active in showing students how science knowledge will affect their careers and how they can connect their abilities with science, urged Varmus. Teachers and schools can help by bringing scientists to their classrooms and exposing students to informal science venues and faculty “doing exciting work in science.” He pointed to the World Science Festival—taking place now through June 14 in New York City—which “will attract tens of thousands of young people.”

Many model programs for improving science and math education already exist around the country, noted Ellen Futter, president of the American Museum of Natural History (AMNH). She cited AMNH’s Urban Advantage program as an example of a school/government partnership that brings resources from informal education venues and laboratories to middle school students. The program works, she said, because it is “not an add-on” or field trip but is tied to a formal state education requirement, and it helps improve teachers’ knowledge of inquiry. Urban Advantage has reached more than 25,000 students in New York public schools, and the program will expand to schools in Miami and Denver and could reach national scale, according to Futter.

Echoing the need for proven programs and promising ideas was Randi Weingarten, president of the American Federation of Teachers and the United Federation of Teachers. Incentives like giving teachers “housing bonuses” instead of small salary increases are good but don’t represent a total solution, she explained. Schools need an “incredibly good environment” in which teachers receive the necessary tools and resources, including professional development, and students have hands-on experiences integrated into the curriculum. Weingarten pointed to career and technical academies focusing on subjects like robotics as helpful in attracting students to science and math.

Minority students often need inducements to study science and math. Norman Francis, president of Xavier University of Louisiana, said his school has succeeded in motivating African American students to major in the sciences. He quoted statistics stating 40% of U.S. students major in math and science, while 60% of students in other countries do so. At Xavier, 60% of students major in the natural and physical sciences, and he connects this success to what the school offers: professional development for high school science teachers, summer enhancement programs for high school students, revamped university courses, and a supportive environment for students. Xavier also provides undergraduate research experiences, which have been proven to produce more science graduates.

Rhode Island Governor Donald L. Carcieri spotlighted the Physics First program, which requires three years of science and four years of math for high school graduation. The program has encouraged more students to take Advanced Placement science courses, he reported.

Informing parents about the state of science and math education and getting them to “raise hell about it” was former North Carolina Governor James Hunt’s suggestion. The Opportunity Equation contains the results of a national poll of students and parents that showed most don’t think it’s important for students to do well in science or math unless they are pursuing careers in those fields.

Science activities sponsored by businesses—such as Siemens Science Day—are helpful, said Lydia Logan, vice president and executive director of the U.S. Chamber of Commerce’s Institute for a Competitive Workforce. She also mentioned GlaxoSmithKline, a healthcare company, allows students to visit its laboratories to see what scientists do.

Aggressive recruitment of new teachers via alternative certification was recommended by Wendy Kopp, founder of Teach for America. She said grants from businesses have funded signing bonuses and online learning communities for new teachers.

Using technology as a lever for change can help teachers improve their instructional methods, noted Carina Wong, deputy director of education and U.S. programs for the Bill & Melinda Gates Foundation.

To read the entire report, visit http://www.OpportunityEquation.org.