Math and Science Reform. Local Education Fund Issue Brief. Volume 1, Number 1Report as inadecuate

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Politicians, academics, and business and community members all seem to be raising concerns that America is not as globally competitive as it once was. This is due, in part, to the fact that public schools in America are not producing high school graduates with the math, science, and technical skills to succeed in higher education or be employed in a knowledge-based, global marketplace. According to the Bureau of Labor Statistics, jobs requiring science, engineering or technical training will increase 24 percent between 2004 and 2014 to 6.3 million. However, less than half of high school graduates in the United States are academically prepared for college-level math and science. Between 1970 and 2010, America's proportion of science and engineering doctorates will fall from 50 percent to 15 percent. Additionally, the U.S. ranked 27 out of 39 countries in the 2003 Program for International Student Assessment (PISA), which measures 15-year-olds' ability to solve real-life math problems. What can be done in math and science reform by local education funds (LEFs)? A number of LEFs have been working to improve math and science instruction in public schools and have approached the problem from a variety of angles. This brief summarizes some of these efforts. Information on resources for further consultation are also included. (Contains 3 footnotes.)

Descriptors: High School Graduates, Science Instruction, Public Schools, Doctoral Degrees, Educational Change, Science Achievement, Mathematics Achievement, Job Skills, College Preparation, College Science, College Mathematics, Educational History, Problem Solving, Change Strategies, Teacher Collaboration

Public Education Network. 601 Thirteenth Street NW Suite 710 South, Washington, DC 20005-3808. Tel: 202-628-7460; Fax: 202-628-1893; e-mail: PEN[at]; Web site:

Author: Public Education Network


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