Push the Math and Science Skills

“A skilled workforce is crucial to a growing economy,” argues the Committee for Economic Development in its’ newest report, Learning for the Future: Changing the Culture of Math and Science Education to Ensure a Competitive Workforce. The report proposes a strategic plan for improving math and science education in U.S. schools with the goal of creating a larger American workforce of creative scientists and engineers. Learning for the Future summarizes statistics showing the steady decline in proficiency in math and science skills the longer that students stay in U.S. schools. One result of this decline is the fact that less than 1% of all bachelor’s degrees from American colleges in 2000 were in mathematics.

The report specifically urges action in three areas that will increase student “demand” for and achievement in mathematics and science:

* Increasing student interest in math and science to sustain the pipeline focuses on ways to change the way students view math and science disciplines. CED calls on the business community to collaborate with school districts to develop enhancements to the district-adopted math and science curricula that integrate the state-of-the-art applications of mathematical and scientific principles into the classroom setting and provide an insight into the work scientists and engineers perform every day. Business should also provide financial and logistical support to extracurricular math and science activities, as well as the time and talents of their employees, to enrich the learning experiences of students.

* Demonstrating the wonder of discovery while helping students to master rigorous content offers programs to help teachers reinforce student interest and success in math and science. CED calls for reform in teacher preparation, opportunities for teachers to work with those in the technical work force, and significant improvements in the quality of professional development. Businesses should partner with local school districts to provide scientists and engineers as resources for schools. Businesses, colleges and universities, and school districts should jointly develop effective programs to provide valuable summer experiences for teachers.

* Acknowledging the professionalism of teachers considers the “supply side” problems facing the teacher labor market. CED recommends that teacher salary scales be viewed as a capital investment similar to other capital improvements. The report also urges reforms in teacher certification, licensing, and pension incentives.

I second this motion.

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