|
Elementary and
Secondary Education |
Print this chapter (319K) E-mail this page |
Highlights |
Student Performance
in Mathematics and Science
- Student performance in mathematics and science, as
measured by the National Assessment of Educational Progress (NAEP),
has improved somewhat over the past 3 decades, but not consistently.
Improvements have occurred across all racial/ethnic subgroups.
(More...)
- Despite the improved performance overall, achievement
gaps between various racial/ethnic subgroups persist and have
shown no signs of narrowing since 1990. For example,
in NAEP's 2000 mathematics assessment of grade 12 students, 74
percent of white students and 80 percent of Asian/Pacific Islander
students scored at or above a level deemed basic by a national
panel of experts. In contrast, 31 percent of blacks, 44 percent
of Hispanics, and 57 percent of American Indians/Alaskan Natives
attained this level. (More...)
- Achievement gaps between males and females have largely
disappeared, especially in mathematics. For example,
in tests administered by the Program for International Student
Assessment (PISA) in 2000, 15-year-old male and female students
scored equally well in both mathematics and science literacy.
(More...)
- U.S. students are performing at or below the
levels attained by students in other countries in the developed
world. U.S. students' performance on PISA was about
average among Organisation for Economic Co-operation and Development
(OECD) countries. Seven countries (Australia, Canada, Finland,
Japan, New Zealand, South Korea, and the United Kingdom) had higher
scores in both mathematics and science. Six countries recorded
lower scores in both subjects: Brazil, Greece, Latvia, Luxembourg,
Mexico, and Portugal. (More...)
- In international comparisons, U.S.
student performance becomes increasingly weaker at higher grade
levels. Third International Mathematics and Science
Study (TIMSS), U.S. 9-year-olds scored above the international
average; 13-year-olds, near the average; and 17-year-olds, below
it. On advanced mathematics and science assessments, U.S. students
who had taken advanced coursework in these subjects performed
poorly compared with their counterparts in other countries. (More...)
Mathematics and Science
Coursework and Student Achievement
- Since the publication of A Nation At Risk
20 years ago, many states and school systems have increased
their graduation requirements, including those for mathematics
and science. (More...)
- Students are taking more science and mathematics
courses in high school than their counterparts did in the past.
1998, high school graduates earned an average of 3.5 mathematics
credits and 3.2 science credits compared with 2.6 and 2.2 credits,
respectively, in 1982. (More...)
- The proportion of high school graduates completing
advanced mathematics and science coursework also increased over
this period. More students have been taking algebra
in grade 8, better preparing them for more advanced coursework
later in high school. (More...)
Curriculum Standards
and Statewide Assessments
- The No Child Left Behind (NCLB) Act of 2001 requires
states to immediately set standards in mathematics and reading/language
arts, and to set standards in science by academic year 2005. By
2002, nearly all states had established standards in these three
subjects. (More...)
- Building on the testing requirements included in
the 1994 reauthorization of the Elementary and Secondary Education
Act, the NCLB Act requires periodic assessments in mathematics
and science and mandates consequences for poor school and student
performance. States have developed a range of rewards,
supports, and sanctions based on student test scores. (More...)
Curriculum and Instruction
- Analyses of U.S. textbooks and curricula
in science and mathematics indicate that more topics are covered,
and with less coherence, in the United States than
in other countries. U.S. textbooks are longer and
cover more topics, but do not generally cover topics more thoroughly,
and the curricula often repeat content over more grades. (More...)
- According to a 1995 TIMSS video study, U.S.
mathematics lessons generally scored lower on various measures
of lesson difficulty than lessons in some other countries, notably
Japan. However, a 1999 TIMSS-R video study,
which did not include Japan, found that lesson difficulty in the
U.S. was comparable to that in the five other countries that participated.
(More...)
Teacher Quality
- Some evidence suggests that college graduates who
enter the teaching profession tend to have weaker academic skills.
Data from the 2001 Baccalaureate and Beyond Longitudinal Study
indicate that recent college graduates who taught or prepared
to teach were underrepresented among graduates with college entrance
examination scores in the top quartile. (More...)
- Teaching out of field (teachers
teaching subjects outside their areas of subject-matter training
and certification) is not uncommon. In academic year
1999, 9 percent of public high school students enrolled in mathematics
classes, 10 percent enrolled in biology/life sciences classes,
and 16 percent of students enrolled in physical sciences classes
received instruction from teachers who had neither certification
nor a major or minor in the subject they taught. Comparable figures
for public middle school students were higher. (More...)
- The proportion of relatively new teachers is slightly
higher in science and mathematics than in other subjects.
Research indicates that inexperienced teachers are generally less
effective than more senior teachers. (More...)
- High-poverty and high-minority schools both had a
higher proportion of inexperienced science teachers than low-poverty
and low-minority schools. Moreover, these teachers
were less likely than other new science teachers to participate
in induction programs, which might help them adjust to their new
responsibilities. Neither of these findings held true in mathematics,
however. (More...)
Teacher Induction, Professional
Development, and Working Conditions
- A large majority of new mathematics and science teachers
in public middle and high schools reported that they felt well
prepared to teach mathematics and science in their first year
of teaching. Teachers who participated in induction
and mentoring programs were even more likely to feel well prepared.
(More...)
- In recent years, beginning teachers' salaries have
risen at a faster rate than the salaries of all teachers.
However, beginning teachers receive substantially lower salaries
than the average starting salary offered to new college graduates
in other occupations. In academic year 1999, salaries for mathematics
and science teachers were similar to those for other teachers.
Mathematics and science teachers in high-poverty public high schools
earned less than their counterparts in low-poverty schools. (More...)
Information Technology
in Schools
- Almost all students now study in schools and classrooms
with computers and at least some form of Internet access.
By fall 2001, an estimated 99 percent of public schools and 87
percent of instructional rooms had Internet connections. This
represents a dramatic increase over 1994, when the comparable
figures were 35 and 3 percent, respectively. Continuing differences
in school access for students in different demographic groups
concern student-computer ratios, teacher preparation for using
information technologies (IT), and ways in which teachers use
IT. These issues go beyond mere access to encompass quality and
effectiveness in IT use. (More...)
- Teachers cite inadequate teacher training as one
barrier to effective IT use but rate other barriers as equally
important. These other barriers included lack of
release time, lack of scheduled time for students to use computers,
insufficient computers, lack of good instructional software, outdated
computers with slow processors, and difficulty accessing the Internet
connection. New teachers felt better prepared to use IT than did
their more experienced colleagues. (More...)
- Students' access to computers and the Internet at
home is much more unequally distributed than their access at school.
According to 2001 data, home access to computers is nearly universal
among children ages 10 to 17 in the highest income category, but
limited to only about one-third of children in the lowest income
category. As a result, reliance on school alone for access to
computers is common for children in the lowest income category,
but rare in the highest income category. Racial and ethnic differences
in home access to computers and the Internet are also substantial.
(More...)
Transition to Higher
Education
- The percentage of high school graduates who enrolled
in postsecondary education immediately after graduation increased
from 47 percent in 1973 to 62 percent in 2001. The
immediate enrollment rate increased more for females than for
males, and more for blacks than for whites. Rates for Hispanics
remained relatively constant between 1973 and 2001, resulting
in a widening gap between Hispanics and whites. (More...)
- Many college freshmen apparently lack adequate preparation
for higher education; thus, remedial coursetaking is widespread,
especially at 2-year institutions. In 2000, undergraduate
enrollment in remedial classes accounted for 12 percent of mathematics
enrollment in 4-year institutions and 55 percent in 2-year institutions.
(More...)
|
|