Schools, Businesses Can Do More to Strengthen American Competitiveness in Math & Science, Witnesses Tell Congress

          WASHINGTON, D.C. – Foreign competition in the fields of math and science is leaving America at a competitive disadvantage, and steps must be taken to strengthen math and science education, witnesses told members of the U.S. House Subcommittee on 21st Century Competitiveness today.

          Subcommittee Chairman Howard P. “Buck” McKeon (R-CA) said colleges and universities, K-12 teachers and schools, and America’s business community must make a greater commitment to strengthen American competitiveness in math and science. He described a recent visit to China where he saw first hand the strides the country is making in both its economy and education.

          “While the U.S. stills lead the world in scientific and technological innovation, we must continue to be adaptive and flexible to meet the challenges of today and of tomorrow,” McKeon said. “The problem is not a lack of spending, but a lack of focus on math and science and the importance of continued American competitiveness.”

          June Streckfus, executive director of the Maryland Business Roundtable for Education (MBRT), spoke about efforts underway at the K-12 education level in the business community to increase the number of students pursuing math and science in middle and high school.

          “Many of today’s high school graduates are entering the ‘real world’ seriously lacking the knowledge and skills they need to be successful in college, the workplace, and in life,” said Streckfus. “This not only limits their chances to lead productive, rewarding lives, but it profoundly diminishes the economic health, leadership potential and future prosperity of our communities, our state, and our country.”

          “Through the newest component of Achievements Counts – ‘Maryland Scholars’ – MBRT, in partnership with the Governor and State Superintendent of Schools, provides middle and high school students with compelling information about the rigorous math and science coursework they need to take and complete in high school in order to be successful in life – whether they go to college or directly into the workplace,” Streckfus added.

          Dr. Thomas Magnanti, Dean of Engineering at the Massachusetts Institute of Technology, said educators in the higher education community must do more as well.

          “Recognizing the tremendous challenges and opportunities, leading universities have made significant investments in engineering,” said Dr. Thomas Magnanti, Dean of Engineering at the Massachusetts Institute of Technology, citing several examples. “And yet, what we have done is only a tiny fraction of what we need to do meet the many challenges. While retaining a strong foundation in the fundamentals, science and engineering education needs to be more exciting and provide more hands on experience and context.”

          Magnanti also cited the importance of encouraging local officials and educators at the K-12 education level to encourage student interest in math and science.

          “[M]ore should be done in our K-12 to promote interest and motivation in science and engineering,” Magnanti added. “Recent education research has highlighted the importance of a positive classroom learning environment and active learning methods for improving K-12 student academic achievement and motivation. Engineering would be a wonderful context for such active learning and a great motivator not only for technology, but also science and math.”

          Nancy Songer, professor of science education at the University of Michigan, focused on her experience in the Detroit public school system and the need to improve math and science in urban schools.

          “While the underperformance of American students relative to peers internationally is dire, the performance of American urban students lag behind national averages by twenty percentage points or more, a difference that is nearly the equivalent of one U.S. grade level,” Songer testified.

          “Nationwide, the proportion of American students enrolled in urban schools is growing,” said Songer. “Therefore if we are to fix the problems of global competitiveness in math and science within the United States, we must combat these issues in districts where there is the potential to have the greatest impact.”

          Norm Augustine, retired chairman and CEO of the Lockheed Martin Corporation, highlighted statistics that show the lack of American competitiveness has serious implications for the future.
“China now graduates about 200,000 engineers a year; India and Japan, 100,000 each; the United States, 50,000,” said Augustine. “In the U.S., five percent of all bachelors degrees awarded are in engineering. In China, the corresponding figure is 40 percent.”

          For American students preparing to pursue advanced levels of math, science, and technology, there are many challenges, Augustine noted.

          “A youth wishing to become a mathematician, scientist or engineer must decide in ninth grade to take courses which preserve the option to pursue a career in any of these fields,” said Augustine. “Further, the ‘leakage’ rate in the process of producing credentialed researchers is very high. In the field of mathematics, for example, based on current trends one must begin with 3,500 ninth-graders in 2005 to produce 300 freshmen qualified to pursue a degree in mathematics. Of these, about 10 will actually receive a bachelors’ degree in the field. Finally, one PhD in mathematics will emerge in about 2019.”

          Improving American competitiveness by strengthening math and science education is a challenge that must be addressed comprehensively, McKeon noted. Educators and business leaders should be applauded for coming together to identify the problem, McKeon argued, and now they must also work together to develop solutions that will increase student interest and achievement in math and science. 

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