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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007)
Committee on Science, Engineering, and Public Policy (COSEPUP)

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133
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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

FIGURE 5-3 The number of AP examinations in mathematics, science, and English taken in APIP schools in the Dallas Independent School District (DISD). The number of AP examinations taken has increased more than 9-fold over 10 years.

SOURCE: Advanced Placement Strategies. 2005. The 2004 results are based on updated data received from the Dallas Independent School District for AP examinations in mathematics, science, and English.

made it the model for 16 similar schools around the world. It is the first school of its kind in the nation—a public, residential high school where students study a specialized science and mathematics curriculum. At NCSSM, teachers come for a “sabbatical year,” and the school has a structure and the personnel it needs to offer summer institutes for outstanding students.

  • Inquiry-Based Learning. Summer research programs stimulate student interest and achievement in science, mathematics, and technology. Programs that involve several institutions or public–private partnerships should be encouraged, as should those designed to stimulate low-income and minority student participation.

CONCLUSION

Public education is potentially our country’s most valuable asset, yet our system has too long ignored the development of critical teaching and workforce skills.

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133
Front Matter (R1-R26)
Executive Summary (1-22)
1 A Disturbing Mosaic (23-40)
2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? (41-67)
3 How Is America Doing Now in Science and Technology? (68-106)
4 Method (107-111)
5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? (112-135)
6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? (136-161)
7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? (162-181)
8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? (182-203)
9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? (204-224)
Appendix A Committee and Professional Staff Biographic Information (225-240)
Appendix B Statement of Task and Congressional Correspondence (241-248)
Appendix C Focus-Group Sessions (249-300)
Appendix D Issue Briefs (301-302)
K–12 Science, Mathematics, and Technology Education (303-324)
Attracting the Most Able US Students to Science and Engineering (325-341)
Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics (342-356)
Implications of Changes in the Financing of Public Higher Education (357-376)
International Students and Researchers in the United States (377-396)
Achieving Balance and Adequacy in Federal Science and Technology Funding (397-414)
The Productivity of Scientific and Technological Research (415-422)
Investing in High-Risk and Breakthrough Research (423-431)
Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology (432-443)
Understanding Trends in Science and Technology Critical to US Prosperity (444-454)
Ensuring That the United States Has the Best Environment for Innovation (455-472)
Scientific Communication and Security (473-482)
Science and Technology Issues in National and Homeland Security (483-500)
Appendix E Estimated Recommendation Cost Tables (501-512)
Appendix F K–12 Education Recommendations Supplementary Information (513-516)
Appendix G Bibliography (517-536)
Index (537-564)