Still at Risk A National Failure to Implement August Present - August 3-4, 2006 Commission Meeting

Still at Risk: A National Failure to Implement August 1981 - Present Shirley M. Malcom, Ph.D. STILL AT RISK A Summary Presentation of Recommendations of Selected Past Reports on Improving Education in STEM STILL AT RISK The Opening Salvos STILL AT RISK A Nation at Risk Federal government has primary responsibility to identify national interest in education Educating Americans A call to leadership at every level STILL AT RISK Both Reports Focus on increasing quality of education Nation (all core subjects; special emphasis on SMT) Educating (more science and mathematics; add technology) All students Nation (supporting G/T, low SES, minority and language minority, students with disabilities Educating (all students to a higher level) STILL AT RISK Critical Systems Elements STILL AT RISK Neal Report, 1986 Undergraduate education as bridge between K-12 and research enterprise Concern re quality of instruction, support of instrumentation, facilities Support of faculty efforts to update and upgrade courses and curricula for majors and non-majors Improve school to college, 2-year to 4-year college and undergraduate-to-graduate transitions STILL AT RISK Neal Report, 1986 continued Expand partnerships and stimulate other actors to support Stimulate creative and productive activity in teaching and learning (and research on these) Increase participation of underrepresented groups Institutional diversity New technologies STILL AT RISK National Education Goals, 1989 Goal 1 - Ready to Learn Goal 2 - School Completion Goal 3 - Student Achievement and Citizenship Goal 4 - Teacher Education and Professional Development Goal 5 - Mathematics and Science Goal 6 - Adult Literacy and Lifelong Learning Goal 7 - Safe, Disciplined, and Alcohol- and Drugfree Schools Goal 8 - Parental Participation STILL AT RISK National Education Goals, 1989 Goal 3 – Student Achievement and Citizenship By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy. STILL AT RISK National Education Goals, 1989 Goal 4 – Teacher Education and Professional Development By the year 2000, the Nation's teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century. Goal 5 – Mathematics and Science By the year 2000, United States students will be the first in the world in mathematics and science achievement. STILL AT RISK Carnegie Commission, 1991 Federal Role Fully qualified S/M teachers for every school — recruiting from underrepresented groups Standards and job skills for the future Strengthen educational systems research and establish broad–based support for basic cognitive and applied learning research and field testing of innovations. Encourage private sector development of educational materials, curricula, textbooks, software. STILL AT RISK Carnegie Commission, 1991 continued Support informal science education. Information and referral service to document innovations and help innovators locate federal support for K-12 S/M activities. Recommendations regarding funding coordination, programmatic and congressional coordination. STILL AT RISK NSB Task Force on Mathematics and Science Achievement, 1999 Improve instructional materials. Public review, active engagement of SMEs with educators, parents, employers. National dialogue re appropriate evaluation of texts and instructional materials. Improve teacher preparation and professional development. Partnerships of universities, certification bodies and local districts. Create seamless K-16 system, increasing congruence between high school graduation requirements in M/S and undergraduate performance demands. Link classroom and workplace skills. Research and evaluation (Schooling, systems, teaching and learning) STILL AT RISK Glenn Report, 2000 (“How to….”) Building Support Systems for Teachers and Teaching Needs assessment Summer institutes Inquiry groups Leadership training Internet portal Coordinating councils Rewards (recognition programs) STILL AT RISK Glenn Report, 2000 (“How to….”) continued Increasing Number of M/S Teachers and Improving Quality of Preparation Exemplary models Scholarships Recruitment efforts M/S teaching academies STILL AT RISK Glenn Report, 2000 (“How to….”) continued Improving Working Conditions Make profession more attractive Induction Career-long incentives Teacher compensation Shared Responsibility STILL AT RISK National Education Goals: Ten Years Later Goal 3 Student Achievement and Citizenship How to help implement standards-based reform How to support consensus building Goal 4 Teacher Education and Professional Development How to align standards, curriculum, teachers pre-service, and licensing How to ensure access to quality professional development organized around problem solving, informed by research, and sustained through follow up Goal 5 Mathematics and Science Identify and publicize successful programs and practices, especially for whole curricular sequences through the grades How to improve teacher learning in math and science How to organize schools to support M/S learning How to narrow achievement gaps among population subgroups STILL AT RISK National Education Goals Panel: A Spate of Reports STILL AT RISK Land of Plenty, 2000 Pre-college Adopt and implement Glenn Report Provide technology, facilities, etc., needed to implement Collect disaggregated achievement data; states should hold districts, school boards, and schools accountable for success of all subgroups in meeting achievement standards STILL AT RISK Land of Plenty, 2000 continued Higher Education Aggressive, focused intervention efforts targeting underrepresented populations at high school level, transition into postsecondary and community college into 4-year Expand federal and state investment in expanded participation of URGs in STEM higher ed, including support of Minority Serving Institutions. Variety of student support mechanisms needed STILL AT RISK Land of Plenty, 2000 continued Recommendations also focused on professional life, the image of STEM and practitioners and nationwide accountability STILL AT RISK Hart-Rudman Commission, 2001 Education as a National Security Issue Increased Number of Qualified S/M Teachers • • • Replacement needs Qualification needs Classroom Conditions Address Curriculum Deficiencies Distribution / availability of qualified M/S teachers (regular and economically depressed districts) STILL AT RISK Hart-Rudman Commission, 2001 continued National Security Science and Technology Education Act Incentives for studying SME SMEs in military and government service Professional development National security teaching program Teacher compensation Infrastructure support Certification process Efforts targeted at districts w/ greatest needs Strengthen HBCUs STILL AT RISK Building Engineering and Science Talent (BEST), 2004 STILL AT RISK Building Engineering and Science Talent (BEST), 2004 Learn from models previously undertaken Deepen research base about what works Tighten links between research, policy and practice Align system wide and targeted approaches (Lift all boats; target the underrepresented) STILL AT RISK Building Engineering and Science Talent (BEST), 2004 STILL AT RISK Building Engineering and Science Talent (BEST), 2004 Applying Design Principles Design principles comprise a single package (not a la carte) Failure is part of the learning curve Execution spells the difference Context is critical Three Critical Tasks Sustaining long-term ownership Institutionalizing commitment Scaling up support STILL AT RISK Building Engineering and Science Talent (BEST), 2004 Leadership in support of removing P-12 and higher education barriers to STEM workforce participation by underrepresented groups STILL AT RISK Business-Higher Ed Forum, 2005 (“How to….”) P -16 Education Council in each state Shared vision Shared plan Policy coherence Program coherence Program coordination Resource alignment Plan evaluation and refinement procedures Audience-specific progress reporting procedures STILL AT RISK Business-Higher Ed Forum, 2005 continued Address and Align P-12 System Components Content standards in math and science Curricula in mathematics and science Assessment in mathematics and science Teacher quality System accountability for P-12 education STILL AT RISK Business-Higher Ed Forum, 2005 continued Engage Business and Higher Education in More Effective P-12 Reform Roles Implement Coordinated National and State Public Information Programs Curricula in mathematics and science Assessment in mathematics and science Teacher quality System accountability for P-12 education STILL AT RISK Advice from Business Higher Ed Forum 2005 Report “[No] Issue-by-Issue Tinkering with the System Will Produce Significant and Sustained Improvement.” STILL AT RISK Augustine Committee Report, 2005 Increase the talent pool “10,000 teachers —10M minds” • • • • • • • Merit based scholarships Underserved areas bonus Reconfigured higher ed 4-year programs (matching grants to higher ed) Summer institutes Graduate programs AP/IB training K-12 curriculum materials modeled on world–class standards Professional development of 250K teachers STILL AT RISK Augustine Committee Report, 2005 continued Student focused Enlarge pipeline (use AP and IB S/M courses) Statewide specialty high school Summer internships and research opportunities for middle and high school students (also college) Increase number and % of US citizens earning SME bachelor’s degrees Scholarship support Ubiquitous broadband internet access STILL AT RISK NSB SEI 2006 Companion Document Gain Public Support State holders and gatekeepers Larger public (role of STEM in public life, quality of life) Teacher compensation Develop and Retain High Quality Mathematics & Science Teaching Profession Induction programs for beginning teachers Increase compensation of SMT teachers Quality professional development Higher education leaders — to strengthen K-8 teacher education programs (content focus). Research on teaching and learning STILL AT RISK NSB SEI 2006 Companion Document continued Student Opportunities to Learn Teach science (as well as mathematics and reading) especially in elementary grades, using inquiry-oriented, hands–on experiences as bridge to relevant content. Effective instructional strategies and materials for English-language learners. Support learning by all. Show students career opportunities early on. Expand incentives for STEM education and careers, especially students in underrepresented groups. Involve parents and larger community (including informal and businesses) in enhancing K-12 S/M experiences. STILL AT RISK NSB SEI 2006 Companion Document continued Career Guidance Provide guidance counselors with necessary training and information re: STEM careers Assessments Improve M/S assessments for students to demonstrate knowledge, skills and conceptual understanding Technology simulations to test design of experiments Use of assessment in informing and improving teaching and learning STILL AT RISK President‘s Initiative, 2006 Strengthen K-12 mathematics and science education by enhancing understanding of how students learn, and applying knowledge to train highly qualified teachers, develop effective curriculum models and improve student learning. STILL AT RISK President‘s Initiative, 2006 continued AP/IB programs Adjunct Teacher Corps National Math Panel Math Now (elementary and middle) Evaluation of federal STEM programs Science assessments inclusion in NCLB accountability Encouraging STEM majors High school to community college to 4-year college articulation STILL AT RISK System of Solutions, 2005 Factors Supporting Sustainable, Systemwide Change: The Short List Ownership and accountability Resources, notably time Data and research-based practice High expectations and high standards Management and system capacity Implementation and technical assistance: going to scale STILL AT RISK Summary (Findings) Many recommendations for action – lots of ideas Holistic agenda “Do more of what works – stop doing what doesn’t work.” Models Assess conditions and preconditions Scalability Leadership at every level STILL AT RISK Summary (Implications) IF THEN IF THEN IF THEN Focus on implementation Focus on what works, when, for whom Focus on what works Clarify how to measure what works Agenda must accommodate diverse conditions There must be diverse strategies STILL AT RISK Creating a Sputnik-Like Moment