Serving the Needs of Pre-College Science and Mathematics Education:

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About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please use the print version of this publication as the authoritative version for attribution. Executive Committee Washington, DC1999 National Research Council Mathematical Sciences Education Board Center for Science, Mathematics, and Engineering Education Proceedings from a National Research Council Workshop Serving the Needs of Pre-College Impact of a Digital National Library on Teacher Education and Practice. Science and Mathematics Education: i

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About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please use the ii NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose mem- bers are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. The National Research Council (NRC) is the operating arm of the National Academies, which includes the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The National Research Council was organized in 1916 by the National Academy of Sciences to associate the broad community of science and technology with the Academy's purposes of furthering knowledge and providing impartial advice to the federal government. Functioning in accordance with general policies determined by the Academy, the Coun- cil has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in provid- ing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce Alberts, President of the National Academy of Sciences, and Dr. William A. Wulf, Presi- dent of the National Academy of Engineering, also serve as chairman and vice chairman, respectively, of the National Research Council. The Center for Science, Mathematics, and Engineering Education (CSMEE) was established in 1995 to provide coordination of all the National Research Council's education activities and reform efforts for students at all levels, specifically those in kindergarten through twelfth grade, undergraduate institutions, school-to-work programs, and continuing education. The Center reports directly to the Governing Board of the National Research Council. This study by CSMEE's Mathematical Sciences Education Board was conducted under a grant from the National Science Foundation (DUE-9727710) to the National Academy of Sciences/National Research Council. Any opinions, findings, or recommendations expressed in this report are those of the members of the Committee and the authors and do not necessarily reflect the views of the National Science Foun- dation. Printed in the United States of America. Copyright 1999 by the National Academy of Sciences. All rights reserved. print version of this publication as the authoritative version for attribution.

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About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please use the iii MEMBERS OF THE EXECUTIVE COMMITTEE OF THE MATHEMATICAL SCIENCES EDUCATION BOARD HYMAN BASS (CHAIR), Columbia University JERE CONFREY (VICE CHAIR), University of Texas at Austin DEBORAH L. BALL, University of Michigan GLENDA T. LAPPAN, Michigan State University MARK SAUL, Bronxville Public Schools EDWARD A. SILVER, University of Pittsburgh STAFF JAY B. LABOV, Director, Division on Postsecondary Policy and Practice, Center for Science, Mathematics, and Engineering Education TERRY K. HOLMER, Senior Project Assistant Center for Science, Mathematics, and Engineering Education REVIEWERS This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the National Research Council's (NRC's) Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making the published report as sound as possible and to ensure that the report meets institutional standards for objectivity and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process. We wish to thank the following individuals for their participation in the review of this report: MARY COLVARD, Cobleskill-Richmondville High School ARTHUR EISENKRAFT, Bedford Public Schools ENRIQUE GALINDO, Indiana University TOBY HORN, Thomas Jefferson High School for Science and Mathematics MIRIAM MASULLO, IBM Watson Research Laboratory KURT MOSES, Academy for Educational Development JAMES SERUM, Hewlett-Packard, Inc. While the individuals listed above have provided many constructive comments and suggestions, responsibility for the final content of this report rests solely with the workshop planning committee and the National Research Council. print version of this publication as the authoritative version for attribution.

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About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please use the print version of this publication as the authoritative version for attribution. iv

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About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please use the TABLE OF CONTENTS v TABLE OF CONTENTS MEMBERS OF THE EXECUTIVE COMMITTEE OF THE MATHEMATICAL iii SCIENCES EDUCATION BOARD BACKGROUND 1 ORGANIZATION OF THE SECOND WORKSHOP 3 WHAT MIGHT THE DIGITAL NATIONAL LIBRARY BE? 4 Introductory Remarks 4 Examples of Current Systems 7 Eisenhower National Clearinghouse 8 Educational Resources Information Center (ERIC) 8 Genentech's Access Excellence 9 National Research Council's Project RISE 9 What the Pre-College Community Needs 11 Specific Issues 12 Quality and Comprehensiveness 12 Articulation and Standards 14 Teacher Education 15 Funding and Control 16 VISIONS OF THE FUTURE 17 LITERATURE CITED 20 APPENDIX A: Executive Summary of Original Digital Library Report 21 print version of this publication as the authoritative version for attribution. APPENDIX B: Workshop Participants 32 APPENDIX C: Biographical Sketches of Digital Library Workshop Participants 34 APPENDIX D: Workshop Agenda 37