In an effort to reverse the declining number of U.S. workers in the science, technology, engineering and math and engineering (STEM) fields, the National Science Foundation has launched several initiatives to strengthen and reform math and science education. The Math and Science Partnership is onesuch.
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Susan Feinberg
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Launched in 2002, the MSP wants to improve K-12 student achievement in math and sciencel; increase the number and quality of math and science teachers; and develop new ways to create a literate STEM workforce in this country.
MSP awards competitive, merit-based grants to teams composed of higher education institutions, local K-12 school systems and their supporting partners. “The partnerships that have been forged are unique,” says James Hamos, program director, Math and Science Partnership, National Science Foundation. “We are inviting faculty who are scientists, engineers, and mathematicians to help engage students in math and science who eventually become great teachers.”
Four components make up MSP.
- Comprehensive partnerships to implement change in K-12.
- Targeted partnerships to improve student achievement in a grade range or in a discipline.
- Institute partnerships to develop math and science teachers into district-based intellectual leaders and master teachers.
- Research, Evaluation, and Technical Assistance (RETA)activities.
In 2005-06, more than 700 school districts and 5,236 schools worked with MSP, involving 4.5 million students and 137,000 teachers of K-12 math and science. MSP has funded 52 partnerships and 37 RETA projects in 30 states and Puerto Rico. Twenty corporations have also participated.
Hamos reports some improvement in student academic performance. For example, in 2005-06, the Rice University Mathematics Leadership Institute (MLI) helped students achieve higher scores on the Texas state mathematics assessment and the Stanford 10 mathematics assessment (a national standardized exam) than students students at the same schools who were not MLI participants.
“Students of teachers in MLI performed better on the standardized tests than students in comparison groups. And a higher percentage of them achieved commended status,” says Anne Papakonstantinou, director of Rice University School Mathematics Project. “It’s significant that students who were struggling with their studies, as well as high achievers, were impacted. And teachers who participated in the project had more students who were at or above grade level.”
The number of master mathematics teachers certified in Texas has increased by 50%. “School districts across Texas are watching,” Papakonstantinou adds.
Susan Feinberg is a freelance writer specializing in higher education. Contact her at sdfe@aol.com.