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change in K–12 mathematics and science education. In particular, a better understanding of what actions can be taken to excite children about science, mathematics, and technology would be useful in designing future educational programs.

The first two action items focus on K–12 teacher education and professional development. They are designed to give new K–12 science, mathematics, and technology teachers a solid science, mathematics, and technology foundation; provide continuing professional development for current teachers and for those entering the profession from technology-sector jobs so they gain mastery in science and mathematics and the means to teach those subjects; and provide continuing education for current teachers in grades 6–12 so they can teach vertically aligned advanced science and mathematics courses.7 One fortunate spinoff of enhanced education of K–12 teachers is that salaries—in many school districts—are tied to teacher educational achievements.

ACTION A-1:
10,000 TEACHERS FOR 10 MILLION MINDS

Annually recruit 10,000 science and mathematics teachers by awarding 4-year scholarships and thereby educating 10 million minds. Our public education system must attract at least 10,000 of our best college graduates to the teaching profession each year. A competitive federal scholarship program will allow bright, motivated students to earn bachelors’ degrees in science, engineering, and mathematics with concurrent certification as K– 12 mathematics and science teachers.


Students could enter the program at any of several points and would receive annual scholarships of up to $20,000 per year for tuition and qualified educational expenses. Awards would be given on the basis of academic merit.8 Each scholarship would carry a 5-year postgraduate commitment to teach in a public school.9

7

“Vertically aligned curricula” use sequenced materials over several years. An example is pre-algebra followed by algebra, geometry, trigonometry, pre-calculus, and calculus. The systematic approach to education reform emphasizes that teachers, school and district administrative personnel, and parents work together to align their efforts. See, for example, Southwest Education Development Laboratory. “Alignment in SEDL’s Working Systemically Model, 2004 Progress Report to Schools and Districts.” Available at: http://www.sedl.org/rel/resources/ws-report-summary04.pdf.

8

Teacher education programs would be 4 years in duration with multiple entry points. A first-year student entering the program would be eligible for a 4-year scholarship, while students entering in their second or later undergraduate years would be eligible for fewer years of support.

9

If the scholarship recipients do not fulfill the 5-year service requirement, they would be obligated to repay a prorated portion of their scholarship.



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