- Education
Report
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Facts
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| The challenges facing
education in Texas are complex and urgent. The
economic future of our state and our nation,
as well as the future of our children, hang in
the balance. Therefore, the Committee's recommendations
in this report are designed to address the most
pressing needs and priorities. |
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1. |
Texas’ overall graduation
rate is among the lowest nationwide—in
fact, every hour of every school day, an astounding
93 students drop out of Texas schools. |
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2. |
If Texas could eliminate its
dropout disparity, then the state would gain
almost $2 trillion in economic output
and 1 million new jobs by 2030. |
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3. |
In 2007, about 4,000 Texas
math and science teachers left the classroom,
costing our state an estimated $27 million
to replace them. |
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4. |
In 2005–06, Texas’ average teacher
salary was ranked 35th nationwide—Texas
teachers are paid only 85 cents on every dollar
paid to the average American teacher. |
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5. |
About 40 percent of science teachers
in the lowest-performing schools were assigned
out-of-field and 40 percent failed their
science certification examination at
least once. In contrast, only 20 percent of science
teachers in the highest-performing schools were
assigned out-of-field and just over 20 percent
failed their science certification exam. |
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6. |
Among Texas teens, only 20
percent tested have passing mastery (a
score of 70 percent or better) of science,
and only 50 percent have passing mastery
of math.
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7. |
Of Texas high school graduates,
only 41 percent are ready for college-level math
(algebra), and only 24 percent are ready
for college-level science (biology). |
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8. |
Almost 40 percent of students
at two-year Texas colleges and about 25 percent
of students at four-year Texas universities are
enrolled in at least one remedial course—and the
state is paying about $300 million a year for
that remedial education. Of those remedial students,
almost 4 of 5 had a high school GPA of at least
3.0. |
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9. |
In China, 42 percent of college
undergraduates earn science or engineering degrees; in the U.S, only 5 percent of students do so. |
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10. |
STEM college graduates will earn
up to $1.2 million more in total salary over
their lifetime than those without a college degree. |
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Click on findings below to view detailed recommendations.
TEXAS
MUST PROVIDE STEM TEACHERS WITH ENOUGH TRAINING, SUPPORT
AND PAY - SO THEY WILL COME AND STAY
Teachers make the single biggest difference in academic
achievement, regardless of students’ economic, social
or ethnic backgrounds. A shortage of qualified math and
science teachers directly and negatively affects students’
performance.
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| RECOMMENDATION 1 |
RECRUIT, REWARD AND RETAIN HIGH
QUALITY STEM TEACHERS
Building an educated workforce takes educated, passionate teachers—fully certified
in their subject matter and dedicated to a career in teaching.
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| ACTION STEPS 1-A: TRAIN
OUR STEM TEACHERS |
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Expand, fund and track
the effectiveness of STEM teacher training programs
in as many Texas colleges and universities as
possible and replicate effective training programs
such as UTeach with private sector and industry
partners |
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ACTION STEPS 1-B: SUPPORT NEW STEM
TEACHERS |
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Create a comprehensive two-year
support system for all new math and science teachers,
using an induction method that includes coaching,
mentoring, weekend workshops and online support
independent of the school and district evaluation
process |
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Offer additional training and
mini-courses for math and science professionals
entering the teaching workforce without formal
teacher preparation |
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| ACTION STEPS
1-C: IMPROVE PAY AND FINANCIAL INCENTIVES FOR
STEM TEACHERS |
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Improve math and science teacher
compensation by building on current state incentive
programs |
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Offer increased stipends for fully
certified teachers with a degree in a STEM field |
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Offer higher compensation for
fully certified math and science teachers in
high-need schools |
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Offer performance-based salary
supplements |
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Increase salaries for STEM-area
specialists—mentors, master teachers, curriculum
advisors—including those serving primary grades |
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Offer financial aid for math and
science teachers pursuing advanced degrees and
continuing education opportunities (e.g., Master
Teacher programs), in exchange for a three-year
commitment to teach those subjects in Texas K–12 |
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Offer financial incentives to
teachers who acquire advanced degrees in STEM
fields |
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| ACTION STEPS:
NO STEM TEACHER LEFT BEHIND |
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Fund paraprofessional teaching
assistants, trained to support science and math
teachers with classroom instruction, lab prep
and grading assistance |
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Finance science specialists at the elementary
school level |
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Reduce teaching load by one class
for first year math and science teachers to allow
for induction support and facilitate course development |
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Familiarize school leadership
with the unique challenges of math and science
teaching (e.g., New Leaders for New Schools,
a training program for aspiring principals in
struggling urban schools) |
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Incentivize higher education faculty,
postdoctoral fellows and industry experts to
teach or serve as STEM advisors |
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TEXAS
MUST DO MORE TO INTEREST STUDENTS IN STEM FIELDS AND
HELP INTERESTED STUDENTS PURSUE STEM CAREERS
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| RECOMMENDATION
2 |
SUPPORT STEM CURRICULA
THAT ENGAGES AND ENCOURAGES STUDENTS
To capture their imagination and engage
students in math and science, Texas needs
to think outside the box—exploring and
supporting a wide range of programs,
resources and innovative methodologies.
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| ACTION STEPS 2-A: SUPPORT
A VARIETY OF WAYS TO KEEP STUDENTS ENGAGED
IN STEM CURRICULA |
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Advanced Placement/International
Baccalaureate Incentive Programs—continue
and increase state support of the Texas AP/IB
Incentives Programs for recognizing and rewarding
students, teachers and schools that succeed
in achieving Texas’ educational goals |
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Advanced Placement Strategies—use
public and private funds to expand the
presence of AP Strategies, a program encouraging
success in AP math, science and English
courses through financial rewards, as well
as the pre-AP teacher training program |
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Laying the Foundation in as
many Texas school districts as possible |
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Advanced technologies—make
sure the latest technology is being leveraged
to optimize STEM education |
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Science labs—fund and equip
school science labs |
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4x4 curriculum options—computer science,
engineering and earth science should be
offered as options to fulfill fourth-year
science requirements; statistics should
be offered to fulfill fourth year math |
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English language skills—English
mastery is essential to STEM success |
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| ACTION
STEPS 2-B: FUND PROGRAMS THAT MAKE MATH
AND SCIENCE REAL FOR KIDS |
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Hands-on experiments, activities
and field trips |
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Internships |
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Mentoring relationships like
Science Olympics, FIRST, UIL and the Texas
Junior Academy of Science |
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Offer performance-based salary
supplements |
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Support and expand the roles of museums,
science centers and similar institutions
that provide students with various community-based
exposure to math and science-related exhibits
and activities |
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Support existing programs
that off er interested high school students
hands-on experience in college and university
research labs |
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ACTION STEPS 2-C: HELP STRONG
STUDENTS FOLLOW THROUGH WITH SUCCESSFUL MATH AND SCIENCE STUDIES |
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Provide financial assistance
for economically disadvantaged students
interested in math and science to attend
Texas colleges and universities
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TEXAS
MUST HELP ENSURE STUDENTS’ CONTINUED SUCCESS IN STEM
– FROM COLLEGE TO CAREERS
For today’s Texas students, K–16 STEM education can
no longer be optional. A solid foundation in math and
science skills will be a major factor in determining
their future success or failure in the new global economy.
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| RECOMMENDATION
3 |
MATCH STEM CONCEPTS TO HIGHER
EDUCATION AND INDUSTRY NEEDS AND REWARD
STUDENTS AND SCHOOLS THAT MEET THEM
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| ACTION STEPS 3-A: ENSURE
EFFECTIVE ALIGNMENT AND TEACHING OF STEM
CONCEPTS |
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Work more closely
with Texas higher education institutions,
industry and K-12 educators to identify and
define specific concepts and skills students
need to succeed in math and science degree
programs |
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Develop high school classes specifically
aligned to these concepts and approved
by the Texas Education Agency as either
4x4 or dual/concurrent enrollment course |
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Increase technology funding
to ensure districts get the necessary equipment
for these courses, contingent on teachers
becoming and staying certified |
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| ACTION
STEP 3-B: EMPHASIZE AND REWARD HIGH PERFORMANCE
AND IMPROVEMENT |
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Modify current accountability
measures to emphasize commended students'
growth and progress |
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Recognize and reward schools whose students
advance to magnet schools |
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ACTION STEP 3-C: INCORPORATE
MORE TRANSPARENCY INTO
K–12 INFORMATION SYSTEMS |
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Provide financial assistance
for economically disadvantaged students
interested in math and science to attend
Texas colleges and universities
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Allow teachers better and quicker access
to K–12 educational performance data |
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Fund development of Web-based
tools that enable leadership to motivate
and reward improvement in math and science
education |
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Begin annual science testing for students
in grades 3–8, in addition to high school
end-of-year course exams
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Perform district-wide external
curriculum audits in math and science every
six years |
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TEXAS
MUST MAKE IMPROVING STEM EDUCATION AN EVEN HIGHER PRIORITY
The legislature has made significant progress
at the front end by establishing the new College
Readiness Standards, 4x4 graduation and end-of-course
testing requirements. But systemwide infrastructure
and implementation guidance will be necessary to
ensure successful follow-through and give Texas students
a 21st century math and science education.
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UTeach
UTeach, a teacher training and support program launched
at The University of Texas at Austin in 1997, provides
full teaching certification for undergraduates majoring
in math, science and computer science, without adding time
or cost to their degree plan. A unique collaboration between
the Colleges of Natural Sciences and Education, UTeach
employs master teachers from around the state to provide
real-life experience, guidance and inspiration for up-and-coming
science and math teachers—both while they’re in and once
they’re out of college. UTeach master teachers lead courses
and coordinate field-based training while students are
earning their degrees, then offer on-the-job support once
novices are working as teachers themselves. The program
is making a quantifiable difference: UTeach graduates have
higher GPAs and a higher graduation rate than other Natural
Sciences graduates, almost half teach in high-need schools,
and 80 percent—compared with only 50 percent nationally—are
still teaching after five years.
www.uteach.utexas.edu
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Advanced Placement (AP) Strategies
AP Strategies is a leader in preparing high school students
for higher education. AP students learn college material
from high school teachers. Passing AP classes and scoring
a 3 or higher on AP exams allows students to gain college-level
skills and in some cases, college credits. The AP Incentive
Program was launched in Texas schools to promote strong
performance on the AP exams by providing a monetary stipend
for both teachers and students at the successful completion
of the exam. The program has dramatically improved performance:
in ten high schools in the Dallas Independent School District,
the number of students passing math, science and English
AP exams went from 157 in 1995—the program’s first year—to
1,466 in 2007, a nine-fold increase. And in those same
subjects, passing scores by African-American and Hispanic
students jumped twenty-two-fold—from 29 in 1995 to 664
in 2007.
There is a direct link between AP success and college graduation.
A 2005 study conducted for the National Center for Educational
Accountability found that 64 percent of students who earned a
score of 3 or higher on one or more AP exams in math, science,
English and social studies graduated from college in five
years or less, compared to only 17 percent of non-AP students.
www.apstrategies.org
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Santa Cruz New
Teacher Project (SCNTP)
The University of California, Santa Cruz New Teacher Project
(SCNTP) was created in 1988 as a collaboration between
the university’s Teacher Education Program, the Santa Cruz
County Office of Education and 16 school districts, committed
to supporting and assessing new teachers in order to promote
the highest level of classroom instruction. The initiative
provides intensive, individual support to new teachers
during their first two years, including pairing with veteran
teacher advisors, a monthly seminar series and ‘release
time’ opportunities. Support is guided by a continuing
cycle of assessment centered around the development of
each teacher’s district goals and learning plan. Studies
show the program is working; after eleven years, over 95 percent
of SCNTP teachers are still in the classroom.
www.newteachercenter.org
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Reasoning Mind
Effective technology-based programs have high scalability
and, therefore, high potential for success. The Reasoning
Mind mathematics education system is a prime example of
such a program. Reasoning Mind uses the Internet to deliver
a math curriculum to grades 2–6 that delegates routine
instructional tasks to the computer and frees the teacher
to address students’ individual needs. Studies show that
Reasoning Mind students perform 10–20 percent better than
their peers on TAKS and other math achievement tests, and
76 percent of students say they like math more than before
they participated in the program. Due to its student-centric
approach, the program benefits a broad spectrum of students,
from special-need to gifted and talented.
www.reasoningmind.org
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Teach For America (TFA)
Teach for America is a national corps of the best and
brightest recent college graduates—of all majors and interests—who
commit to teach in urban and rural schools for two years.
TFA invests in their training and professional development
in order to accomplish their mission of eliminating educational
inequity. For students at the primary school level, the
negative impact of successive years of low-performing teachers
can be irreversible.
Studies of the best-performing school systems in the world
suggest the quality of the teachers is the key factor in
disparate student learning levels, no matter what the cultural
environment. According to these studies, two of the most
significant practices in achieving high-performing school
systems are finding the right people to become teachers
and developing them into effective instructors. A selective
recruiting process and specialized training produces excellent
teachers, which leads to higher-performing schools. This
level of quality adds prestige to the teaching position,
which in turn attracts more talented people to the field.
In 2008, 25,000 individuals applied for positions at Teach
For America and only 3,700 were recruited into the program.
TFA is a model of the best practices employed in the best
school systems in the world.
www.teachforamerica.org
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The Infinity Project
Created in 1999 in a partnership between the Institute
for Engineering Education at Southern Methodist University
and Texas Instruments, The Infinity Project is an award-winning
program that’s trained over 360 educators and worked with
more than 230 schools. The program’s goal is to stimulate
interest in math and science using a dynamic approach,
state-of-the-art curriculum and a classroom technology
kit, combined with professional development and support
for the teachers. With examples and technologies relevant
to students—such as MP3 players and special effects—The
Infinity Project helps students understand math and science
in real-life terms. The results? Sixty-five percent of
Infinity graduates plan to pursue engineering degrees.
www.infinity-project.org
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FIRST
For Inspiration and Recognition of Science and Technology
(FIRST) was created in 1989 to inspire young people’s interest
and participation in science and technology. One of the
organization’s best-known initiatives, the FIRST Robotics
Competition, is a unique sport of the mind designed to
help high school students discover how fascinating and
rewarding research and engineering can be. The event challenges
teams and their mentors to solve a common problem within
six weeks, using a standard kit and common rules. Teams
build robots and enter them in competitions. Rewards are
given for excellence in design, team spirit, professionalism
and overcoming obstacles. National Instruments, headquartered
in Austin, is one of the largest global supporters of FIRST,
and has been instrumental in bringing these hands-on and
proven programs to Texas K–12 students.
www.usfirst.org
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Project Lead the Way (PLTW)
Project Lead the Way (PLTW) is a national nonprofit organization
with partners in public schools, higher education and the
private sector. PLTW aims to introduce students to the
fields of engineering, biomedical sciences and technology
using a combination of college prep math and science programs
and a specially designed four-year series of courses based
on an approach known as APPB-learning: activities-based
learning, project-based learning and problem-solving learning.
With hands-on, real-world projects, math and science become
relevant to students, helping them to develop critical
thinking and cooperative learning skills. The program began
in New York State in 1997 with four high schools participating.
The following year, a middle school program, Gateway to
Technology, was field tested in three middle schools. Today,
the programs are offered in over 3,000 schools across the
U.S. Studies show that students who participated in APPB-learning
are better prepared to enter specialized college degree
programs than those only exposed to traditional curricula.
www.pltw.org
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Laying the Foundation
A Texas-based, nonprofit organization, Laying the Foundation
is a high-quality training program for pre-AP math and
science teachers. Using Web-based resources and rigorous
classroom materials, Laying the Foundation prepares students
for success in Advanced Placement and other college-level
courses by emphasizing lab work and problems with real-world
applications. Middle school math classes work through problems
like “Emission Possible,” calculating the carbon dioxide
footprint of their class relative to global warming. Science
class projects like “Crumple Zone” explore Newton’s law
of motion by using a paper bumper to stop a car before
it reaches the “crumple zone.” Laying the Foundation’s
teaching materials were created by Texas teachers in 2002
and have been so successful that this year it began expanding
nationally.
www.layingthefoundation.org
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Joint Admission Medical Program (JAMP)
The 77th Texas Legislature created JAMP to encourage and
support highly qualified, economically disadvantaged students
who wish to pursue a medical education. Eligible students
can receive undergraduate and medical school scholarships,
as well as guaranteed admission to a Texas medical school.
Students must be Texas residents, show sufficient financial
need and maintain a minimum 3.25 GPA. Operating successfully
since 2003, JAMP has selected dedicated students from 65
colleges from all across the state, contributing to a diverse
student body at Texas’ eight medical institutions that
more closely reflects the state’s population. Scaled and
applied to Texas high school commended students, this program
could serve as a strong incentive for our state’s best
students to enter STEM disciplines at Texas universities.
www.utsystem.edu/jamp
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Career and Technical Education (CTE)
The CTE program exists to support the goals of the State
Plan for Career and Technical Education—specifically, to
allow students in the program to master the basic skills
and knowledge necessary to enter the workforce in a high-skill,
high-wage job or to continue their education in a post-secondary
institution, while at the same time managing the dual roles
of a family member and wage earner. Rigorous CTE courses
reinforce relevance and offer more opportunities for hands-on
and student-centered learning.
www.tea.state.tx.us/cte/index.html
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The Dow Chemical Company Foundation
The Dow Chemical Company and its Foundation support educational
initiatives around the world.
Through partnerships with leading educational organizations
and the involvement of its employees as volunteers, Dow is
committed to improving students’ understanding of math, science
and technology.
Houston Endowment
The Houston Endowment is a private philanthropic foundation
that improves life for the people of the greater Houston
area through its contributions to charitable organizations
and educational institutions.
O’Donnell Foundation
The O’Donnell Foundation’s goal is improving education.
It focuses on four areas: math, science and engineering,
especially at the graduate level; medicine; improving
the K–12 teacher corps; and arts education. It piloted
the Advanced Placement Incentive Program in Texas, as
well as the Laying the Foundation training program for
pre-AP teachers in grades 6–11. Both programs were cited
as models for replication in the Rising Above the Gathering
Storm report and both are now being replicated in six
other states.
The Greater Texas Foundation
The Greater Texas Foundation supports excellence in education
in the state of Texas through initiatives that: enhance
math and science education at all levels; increase access
to higher education for all students; provide skill enhancement
and induction- program opportunities for teachers; and
encourage parental and community involvement in education. |
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BACKGROUND |
Q: |
What is TAMEST, exactly? Is it a think
tank, government agency, legislative entity, etc.? |
A: |
The Academy of Medicine, Engineering and
Science of Texas, or TAMEST, is an independent, not-forprofit
interdisciplinary scientific organization, comprised
of all Texas-based members of the three
National Academies (the National Academy of Sciences, the National Academy of
Engineering and the
Institute of Medicine), including Texas’ Nobel Laureates. |
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Q: |
How is TAMEST funded? |
A: |
TAMEST is supported through:
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annual membership dues,
paid by the Texas universities with affiliated
National Academies members; |
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event sponsorships from universities,
foundations and corporations; |
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foundation grants for special programs;
and |
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endowments through contributions
from individuals and companies. |
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Q: |
When and why was TAMEST founded? |
A: |
TAMEST was founded in 2004 to strengthen
Texas’ research community by:
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providing forums for
collaboration and exchange among researchers; |
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promoting and honoring scientific
excellence; and |
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serving as a valuable resource for
government, industry and education. |
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Q: |
Who is on the TAMEST Education Steering
Committee, and what are their qualifications for developing
such a report? |
A: |
The complete membership list for the
Education Steering Committee can be found at http://www.tamest.org/educationcommittee.php.
Among the Committee’s most prominent members are two
Nobel Laureates and senior-level representatives from
several Texas universities, as well as nationally renowned
scientists, industry leaders and philanthropists.
All Committee members share
a deep concern and unique perspective on the impact
of the declining quality of science and math education
in Texas schools. Additionally, several members have
been
instrumental in developing successful programs to address
the deficiencies, including Dr. Mary Ann Rankin – cofounder
of UTeach, and Peter O’Donnell – founder of Advanced
Placement Strategies. Both
programs were highlighted in the 2005 National Academies
report, Rising Above the Gathering Storm. |
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Q: |
How is this “state of education in
Texas” report different from others that have been offered? |
A: |
The comprehensive nature and origin
of this report – including the data, input from statewide
leaders of diverse organizations, extensive stakeholder
vetting process, and feedback from over 150 Texas
teachers, principals, administrators, policymakers and thought leaders – along
with its focus on the fields that reflect the fastest-growing professions of
the future, make it especially relevant in terms of
today’s reality and tomorrow’s economic significance. |
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|
CALL TO ACTION / NEXT STEPS |
Q: |
What are next steps? Is there a long-range
plan for success? |
A: |
TAMEST believes the first-best step
is to establish a STEM Advisory Council, which includes
Texas education leaders, to help support the implementation
of the report recommendations, and monitor
progress. |
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Q: |
Is there something specific you are
asking from the legislature? |
A: |
We cannot lobby for specific legislation,
however, it is our hope that the necessary legislation
be introduced to fund these recommendation. Specifically,
we want the UTeach Program to be replicated throughout
the state and every high school student and teacher to
have Advanced Placement Strategies Programs. |
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Q: |
What is TAMEST's relationship with
the state legislature? Do lawmakers support the report’s
findings and recommendations? |
A: |
TAMEST is a 501(c)(3) organization
with no formal relationship with the state legislature.
Informal meetings with several legislative staffers have
yielded a positive response to the report’s findings
and
recommendations, but no official legislative endorsement has been made. |
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Q: |
How will benchmarks be established
and monitored? Will the Committee reconvene regularly
to assess progress and make necessary adjustments? |
A: |
The TAMEST Education Steering Committee
was created specifically for the purpose of examining
K-12 STEM education, and producing this report and its
recommendations. Following the report’s
recommendations, the Texas STEM Advisory Council – a statewide advisory panel
modeled upon the National STEM Education Council – would be responsible for establishing
and monitoring benchmarks,
assessing progress and making necessary adjustments. |
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Q: |
Texas education needs improvement in
many areas – why should the state invest more in science
and math education than in reading or other subjects? |
A: |
TAMEST is offering its recommendations
in its members’ areas of expertise – science and mathematics
– but if fulfilled, these recommendations could also
apply to and benefit other needy areas. For example,
English is the language of science, so English mastery
is essential for STEM success – the two are interconnected.
And while TAMEST believes all Texas teachers deserve
improved compensation,
these recommendations concentrate on the areas with critical – and expanding
– deficiencies.
The statistics reflected in the report are also particularly
alarming. From the skyrocketing demand for scientists,
engineers and other professions requiring substantial
science or math preparation, to the
technological deficit already evident in the U.S. and
in Texas, it’s clear this is an area needing immediate
and decisive intervention. |
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ECONOMIC IMPACT |
Q: |
The cost of implementing the report’s
recommendations seems immense. Does TAMEST have ideas
about how the state might begin to pay for these actions? |
A: |
We will either pay now or not have
the resources to pay later. Right now, there are several
approaches to pay for these recommendations, from spending
existing money more effectively to engaging private
industry. The real truth is, however, it will cost Texas taxpayers billions more
if we don’t act, and by then, we may not have the money to invest. |
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Q: |
How will improving science and math
education in Texas affect our state’s economic outlook?
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A: |
In the short run it would save money
by reducing the financial drain of school dropouts, teacher
shortage and turnover, and lost jobs. In the long run,
it is estimated that if Texas could eliminate gaps in
high
school and college success, Texas would add $1.9 trillion to economic output
and 1 million new jobs. By taking action, we can make sure Texas, and the United
States, are better prepared to meet scientific and
technological challenges of the future. |
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UTEACH PROGRAM |
Q: |
What is UTeach? Where is it in place? |
A: |
UTeach started at The University of
Texas at Austin in 1997 as a way to prepare science,
math and computer science major to become teachers. Its
strength lies in the unique collaboration between the
Colleges of Natural Sciences and Education. UTeach students graduate with a Major
in STEM and a teaching certification. The vast majority of science teachers did
not receive a major in their field. A
similar program, MASS, is in place at Texas A&M. UTeach has proven to be
so effective that it is now being replicated at universities across the United
States. UTeach partnered with the new National
Math and Science Initiative (NMSI), which has received a $125 million commitment
from ExxonMobil Foundation, to replicate UTeach in ten US universities; three
of which are in Texas: University of Houston, UT Dallas, and University of North
Texas. Fifty-two universities submitted proposals to receive funding from this
first grant. With these initial ten replication grants, we have just cracked
open the door. Now we need to swing it wide open. |
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Q: |
Does it cost more to teach a UTeach
student? What are the extra costs? |
A: |
The cost of teaching a UTeach student
is on par with the cost of teaching a traditional College
of Education student. Additional costs involved are in
setting up the curriculum, hiring master teachers
and managing the three‐year teacher induction program. The ten 2007 replication
grants, through the UTeach Institute and NMSI, were for $1.2M each and cover
roughly half of this cost. TAMEST believes
this program should be replicated in all Texas universities that do not currently
have a similar program. The cost would be roughly $12M/year over the next five
years, which is less than half of the annual cost to Texas to replace math and
science teachers. |
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Q: |
What is the return on UTeach? |
A: |
In 2007, it cost the state of Texas
$27 million to replace lost math and science teachers.
Not only has UTeach doubled the number of University
of Texas at Austin students graduating with math and
science teacher certification, UTeach graduates who entered teaching four years
ago are still teaching, compared with 60 percent four-year national retention
rate. |
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Q: |
In the UTeach program the instruction
they are taught conforms to standards, right? |
A: |
Yes, UTeach focuses on teaching the
standards in an engaging and effective way. UTeach also
incorporates project-based learning. Teachers map their
project-based curriculum to the Texas
Essential Knowledge and Skills but keep their students involved. Kids skip gym
to do science projects! |
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ADVANCED PLACEMENT STRATEGIES |
Q: |
What is APS? |
A: |
Advanced Placement Strategies (APS)
is a non‐profit organization that creates partnerships
betweenTexas schools, businesses, and the philanthropic
community in support of AP® and Pre-AP®. The
program trains and supports teachers with provided research based materials Supported
by private donors, APS manages AP and Pre‐AP incentive programs for students,
teachers and schools. APS
developed Laying the Foundation, which offers comprehensive AP and Pre-AP training
packages and support with the goal of providing concrete strategies and models
for teaching skills in order to prepare
students for the rigor of AP courses and success in college. |
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Q: |
How much would it cost to implement
APS across the state? |
A: |
It costs $4600 to train one new AP
teacher and $2500 to train one Pre-AP teacher. There
are additional costs to support the teachers in the classroom,
test students, and measure the effectiveness, all of
which are critical to the success of the program, and all of which have costs
attached. However, when you look at the cost to develop a well-trained teach
corps, versus the cost the state now bears for
remediation, it is clear that the investment in teachers is the way to go. |
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Q: |
Today, many high school students, especially
in economically disadvantaged areas, don’t have access
to AP, how as APS made a difference in diverse school
districts? |
A: |
Advanced Placement Strategies has been
managing AP programs in Dallas, Houston and Austin area
school districts; including schools with higher populations
of economically disadvantaged students,
with excellent results. In the twelve years since the program was started in
Dallas ISD, we have experienced substantial increases in every benchmark. Below
is a snapshot of the results in Dallas ISD.
For more detailed information about the program and program success across the
state, see www.apstrategies.org. The
AP incentive programs works well in all types of schools.
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APS manages AP incentive
programs in all 24 high schools in Dallas ISD. |
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Nine of the Dallas high schools
in the program are low performing. |
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In 10 high schools in the Dallas
Independent School District, the number of passing
math, science and English AP exams increased from
157 in 1995, the year before the program began,
to 1411 in 2008, an increase of 9 times. |
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In the same subjects, passing scores
by African American and Hispanics jumped 23 times,
from 29 in 1995 to 681 in 2008. |
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Dallas ISD AP students earned $60.6
million in college scholarships in 2007, and 75%
of the recipients were ethnic minorities. |
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Today 25 % of Dallas ISD juniors
and seniors take an AP math, science or English
exam, compared to only 15% statewide. |
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