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JUN-23-97 12:06 FROM: NSF-DIRECTORS OFFICE
ID 703 306 0109
PAGE
1/22
DOEd-NSF Working Group on Improving Math
and Science Education
FAX COVER SHEET
Date: 6/24/97
NAME
FAX NUMBER
OFFICE NUMBER
Neal Lane, NSF
703/306-0109
703/306-1000
Judy Sunley, NSF
703/306-0109
703/306-1018
Luther Williams, NSF
703/306-0399
703/306-1600
Margaret Cozzens, NSF
703/306-0412
703/306-1628
Larry Suter, NSF
703/306-0434
703/306-1650
Eric Hamilton, NSF
703/306-0456
703/306-1682
Marshall Smith, DOEd
202/401-3095
202/401-1000
Christine Jackson, DOEd
202/205-0302
202/260-2516
Carol Chelemer, DOEd
202/219-2198
202/219-2235
Thomas Corwin, DOEd
202/401-6139
202/401-0318
Deborah Spitz, DOEd
202/401-0220
202/401-3939
Robert Stonehill, DOEd
202/219-2198
202/219-2088
Judy Wurtzel, DOEd
202/401-3095
202/401-3281
Daryl Chubin, OSTP
202/456-6027
202/456-6129
Mike Cohen, DPC
202/456-7028
202/456-5575
Bill Kincaid, DPC
202/456-7028
202/456-2857
Anne Tenney, OMB
202/395-4817
202/395-3535
Mary Cassell, OMB
202/395-4875
202/395-5880
FROM: Judy Sunley
Number of pages including this Cover Sheet
22
Remarks:
43
56. Arkansas Democrat-Gazette
January 7, 1998
Educators add up math needs
CHRIS REINOLDS
schools. could be reduced if high school
Linda Jones. a counselor at Hall High
ARKANSAS DEMOCRAT-GAZETTE
students took more math classes. Hardin
School in Little Rock. said a fourth math
Arkansas college and university
said.
If the math requirement is
requirement would be unfair to students
officials say students can benefit from
approved. students who did not take four
who excel in other subjects like art or
taking a fourth year of high school math.
years would be "conditionally" admitted
English. She said college-bound students
but some educators aren't sure if it should
to state colleges and universities. The
now must take only three math courses:
be a college admission requirement.
conditional admission would require
Algebra 1, Algebra 2 and geometry. Two
Presidents and chancellors met Tuesday
students to take a certain number of
years of foreign language are also
with state Department of Higher
courses and maintain a 2.0 grade point
recommended for those students. "In
Education officials to discuss setting
average. "If we think math skills are
my opinion, there are lot of kids who go
statewide admission standards. The
as important as language skills for
into college and do well and do not really
Arkansas Higher Education Coordinating
success in the job market, then we should
need that much math." Jones said. "We
Board is considering new requirements
require a fourth year." said Winfred
have kids who are wonderful in social
for unconditional admission to state
Thompson. president of the University of
studies or English. and math could be a
colleges and universities that include four
Central Arkansas at Conway. Eugene
real hold-back."
However, if the
high school math credits and one foreign
McKay,
Arkansas
State
fourth math course is required. Jones
language class. The state Board of
University-Beebe chancellor. said his
said, she will recommend that her
Education in December tentatively
college should be able to admit anyone
students take the appropriate classes to
approved revised high school graduation
with a high school diploma without
get into college. Counselor Judy
requirements to take effect in 2002. The
putting that student on conditional
Akins of Fort Smith's Southside High
proposed requirements call for students
admission. He questioned the value of
School said many students already take a
to pass three math courses, one of which
algebra and said students should learn
fourth year of math.
"I have a real
must be taken in the final year of high
math that is applicable to the real world.
problem with requiring it for admission
school. Two of the required courses must
But University of Arkansas at Little
to state schools," Akins said.
Akins
be algebra and geometry. The state's
Rock Chancellor Charles Hathaway said
said adding another year of math won't
existing graduation requirements call for
algebra teaches logic and problem
help those students unless the content is
three units of math. Most college-bound
solving - two skills employers
more
meaningful.
"The problem lies
students also take three units of math.
desperately want.
Hathaway
with students who've not learned Algebra
Lu Hardin, director of the state
suggested that high schools add a fourth
2 or geometry," she said. "What is our
Department of Higher Education, said he
year that reviews all previous math
purpose? To have students score a 19 on
and other department officials would like
courses to make sure students understand
the ACT or be better prepared?"
colleges and universities to require
the concepts.
The University of
Akins also said students shouldn't be
students to take four units of high school
Arkansas. Fayetteville, recently approved
required to take foreign language in high
math for unconditional admission.
raising admission standards. Incoming
school. "I don't think every student is
Hardin and other educators have said
freshmen will be required to have a
math-oriented or language-oriented," she
students who take four years of math in
minimum 3.0 grade point average. to
said.
The state higher education
high school consistently score higher on
score at least a 20 on the ACT and to
coordination board will discuss the
the American College Test. Remediation
have completed 16 core high school
proposed admission requirements at a
rates, which are up to 50 percent at some
courses for unconditional admission.
Feb. 6 meeting.
57. Detroit News
January 7, 1998
District experiments with science curriculum
Holland program focuses on problem-solving rather than concentrating on
kids' memorization skills
By Annemarie Schultz
students at Holland Public Schools learn
science coordinator. Rather than
HOLLAND - Holland students are
science. It's designed to make students
focusing on memorization skills, which
studying science with more than just a
think and make educated guesses on the
has long been associated with science.
hands-on approach - they're using a
outcome of a science project. "Kids are
the learning angle focuses on reasoning
"minds-on" method as well. The
learning sciences themselves through a
and problem-solving. Fifth-graders at
hands-on, minds-on approach is part of a
scientific method called the 'learning
Jefferson Elementary applied the
3-year-old program reforming the way
angle." said Marty Coon. the district's
technique with a species of cricket. Each
44
student was given his or her own cricket
because in order to teach science well, it's
surprised at the language level of her
in a plastic container with a slice of
important to have the supplies for
students. but has come to expect more
potato and told to write their
hands-on science." The new science
sophisticated vocabulary than she's seen
observations in a journal. "I would like
program was introduced in elementary
in her prior 10 years of teaching. "The
you to use all of your senses except for
schools in the 1994-95 school year and
differences I see are in language and
taste," teacher Lara Johnson said.
expanded to the middle schools and the
what they're figuring out on their own."
Students enjoyed having their own live
high school the past two years. The
she said. Not always giving the answer
cricket to study. "It's easier to actually
short-term goal was to raise the district's
after teaching a unit is a change for
see the cricket close up rather than
science scores on the Michigan
Yoder. but she's learned to let the kids
reading about it." said Courtney Lunden,
Educational Assessment Program test,
discover answers on their own. Johnson.
10. "It's more fun to look at it up close."
but Coon said it's moved beyond that.
who describes herself as more artistic by
One student examines the details of the
"What we're doing is building a solid
nature. said she didn't feel prepared to
cricket anatomy. "I like his colors and
foundation of science." he said. "So no
teach science before the new program
he's got little hands that you can hardly
matter what the objectives (of state tests)
was implemented. Now she's the
see on his mouth." said 11-year-old Joey
are, the kids are always doing well. "My
co-leader of the district's fifth-grade
Zuniga. The crickets came from the
goal is to have the best science program
science curriculum team. Johnson
district's Living Resource Center, which
in the country. We want the best
believes the hands-on. minds-on
lends plants and animals for science
program, because that's the best for our
approach to science is a natural one. "I
projects. "It just makes it easier for
kids and why would we stop at anything
couldn't imaging teaching from a
teachers to have life in their classroom."
less?" As second-graders in Maria
textbook about crickets," she said. "It
said Coon. who manages the Living
Yoder's Jefferson Elementary School
wouldn't make sense." Coon said the
Resource Center. Among the flora and
class guess why a latex glove inflates
revised curriculum would be impossible
fauna in the center in the district's
when placed over the mouth of a jar of
without good training of teachers. "The
administration building are a 3-year-old
water and Alka-Seltzer. students eagerly
teachers become the key to the reform."
snapping turtle Coon hatched from an
lean over their desks. waiting to be called
Coon said. "That's what hasn't happened
egg, newts, African clawed frogs. lizards
on. While some students describe what
a lot in the past."
and tarantulas. "For me it's so simple to
they believe might be happening, others
Annemarie Schultz writes for the
actively provide resources to help
use more complex words such as
Holland Sentinel. This report was
biology be part of our curriculum," he
"evaporate." Yoder is occasionally
distributed by the Associated Press.
said. "The resource room is important
58. Boston Globe
January 7, 1998
Report cards show 22 schools improved
But others are failing; scores available
By Beth Daley, Globe Staff
dealing with the district's new math
schools," Payzant said. "However, I
Report cards for Boston public
standards.
would caution parents against relying
schools released yesterday show for the
Twenty-two schools were able to
solely on report cards or on any one
first time which schools have made the
significantly reduce the percentage of
indicator as they decide on a school."
greatest strides in moving students out of
students in the lowest performance level
Comparative data with previous years
the lowest performance level on a tough
in both math and reading on the Stanford
are unavailable, as this was the first year
citywide test.
9 test between May 1996 and May 1997,
the report cards measured movement out
The report cards will be available to
compared to other schools in the district.
of a level.
parents at the annual Citywide Showcase
Moving students out of that level,
Some administrators whose school
of Schools tonight at the Bayside
described as having "little or no mastery"
ranked in the upper third for reducing
Exposition Center. The showcase is
of a subject. is one of the school
level 1 performance credited staff
designed to help parents choose what
department's primary goals.
dedication for the improvements. Still,
schools they want their children to attend
Twenty-one of the district's 125
many said the report cards showed only
next year.
schools, however. had much less success
one year of progress, and that much more
The report cards. which the school
in moving students out of that level.
needs to be done.
department has released for the third year
As in previous years. the report cards
"Mostly it's the hard work of
in a row. list reading and math scores in
show wide disparities in the performance
teachers." said Robert W. Holland of the
the Stanford 9 achievement test, as well
levels of various schools. Boston School
William E. Endicott Elementary School.
as attendance records, suspension rates.
Superintendent Thomas Payzant urged
which ranked in the upper third.
staff qualifications, and specific
parents to use the report cards carefully
"Teachers are identifying the needs of
programs in each of the system's schools.
when choosing schools.
students, they communicate with
For the first time, data on student
"The report cards offer parents a
parents."
performance in open-ended testing are
variety of indicators with which to
The Citywide Showcase, which will
available, as well as how each school is
measure teaching and learning in our
be held from 5:30 to 8:30 p.m., provides
45
an opportunity for parents to talk with
year begins tomorrow for kindergarten
a Boston public school. parents should
principals. teachers. and other parents
and grades 1. 6 and 9. and runs through
fill out the applications provided to their
from about 125 schools.
Feb. 4. Registration and transfer requests
children.
Under Boston's controlled choice
for all other grades will take place from
For students new to the district.
plan. students are assigned to schools
Feb. 9 to March 13.
parents must bring a child's original birth
based on choice as well as race - in an
Parents who pick a school during that
certificate (for children ages 4 to 6).
effort to ensure racial balance.
time have the best chance of getting their
complete record of immunizations. and
School registration for the 1998-99
first choice. To register a child already in
two preprinted proofs of address.
59. Boston Globe
January 7. 1998
An A for effort, but no pay
Teachers rarely compensated for supervising nonathletic activities
By Beth Daley. Globe Staff
unfair that athletic coaches in Boston are
arbitrator ruled that the School
Almost every day after school and on
paid stipends and they are not. In Boston,
Department did not have to pay for
many weekends. Hyde Park High School
a varsity basketball coach will be paid
activities that were not required.
teacher Demetra Stavrianidis can be
$4,821 this year. Volleyball and soccer
"If teachers get paid for a yearbook in
found at work - running the student
coaches will be paid $3.485. according to
Brookline High School, Dorchester High
yearbook and supervising the
the Boston Teachers Union.
deserves a yearbook as much as another
multicultural club.
"Historically. there has been an
school. A lot of activites that go on in
But despite the 10-15 extra hours a
imbalance for things that are nonathletic.
other places don't go on in Boston."
week she puts in, Stavrianidis receives
We have never been in a position to sit
Doherty said.
little more than a thank you for her
down. equalize or restore the stipends."
Stiff, schools could create priorities
efforts: Boston, unlike most school
said Boston Latin headmaster Michael
within their budgets, as the Samuel W.
districts statewide, rarely pays teachers
Contompasis.
Mason Elementary School did to run an
for running nonathletic extracurricular
"Why can't every school field a math
afterschool program and the Jeremiah
activities, from the French club to the
team? That person spends as much time
Burke High School did to pay a senior
senior prom.
as the varsity baseball coach in one
class adviser, school officials said.
Now, about eight years after the
season. They work all year long for far
"No budget decision is an easy one."
no-pay policy was put into effect. many
less money," he said.
said Tracey Lynch. a School Department
teachers still volunteer to run clubs,
Boston Latin has many teachers that
spokeswoman. "But as any organization
school newspapers. and school dances.
volunteer for language clubs and
must, you weigh your priorities and
They do it because they care about the
afterschool activities. But it also manages
potentially try to find alternative ways to
students and know how important such
with alumni funds to pay teachers who
address issues. It's clear some schools are
activities are for their intellectual
head
clubs
that
compete
successfully doing that."
development.
interscholastically, such as the math
Still. at Hyde Park High School.
But some are growing weary of the
team.
assistant headmaster Chuck Burgess
unpaid effort. and afterschool and
Other schools aren't as lucky. Some
bemoans the loss of a National Honor
enrichment programs have suffered.
teachers have been given a lighter
Society. "a centerpiece of a good school."
Hyde Park High School no longer has a
schedule in the past to compensate, but
gone in part, he says, because no one was
National Honor Society. and students
that effort has been undermined with the
being paid for it.
would be hard-pressed to find a drama
recent emphasis on teaching more hours
"Also, by statute we are supposed to
club, chorus, or math team in several of
during the school day. Some schools now
have student government advisers but
the district high schools.
apply for grants to pay for stipends.
there is no money for it Burgess said.
"I do it because it is necessary for the
while others try to raise money through
"Some teachers have other jobs after
kids to have this, but it is a lot of work
booster clubs.
school, not everyone can volunteer. And
and a lot of time and teachers are not
The extracurricular pay was
especially for city kids, you need
getting credit," said Stavrianidis.
eliminated when the School Department
programs after school."
Other school districts pay teachers for
no longer required certain activities to be
At Boston High School, senior class
their extra efforts. In Cambridge, for
in a school, which meant teachers were
adviser and special needs teacher Donna
example, the yearbook and school
not required to be given a stipend for
O'Brien says she and other teachers
newspaper adviser receives $3.247 a
them. While a dollar figure is still listed
continue their extracurricular activities
year. The alpine ski club adviser receives
in the contract for various activities
because they care about the students.
the same. In Brookline, the senior class
$914 for a yearbook adviser, for example
"Why do the elementary school
adviser, jazz band head. and math club
few teachers receive it.
teachers come in early? You just keep on
organizer receive anywhere from
"Most people kept up activities for a
doing it. You like the kids," said O'Brien.
$1.219-$1,319. Malden pays about $950
while then they realized the inherent
"You don't go into teaching to get rich.
to the yearbook adviser.
unfairness." said Ed Doherty. head of the
There are countless numbers of us who
Teachers and headmasters also say it's
Boston Teachers Union. Doherty said an
care.
46
60. Chicago Tribune
January 7. 1998
'Outsiders' learning about Native America
By Jon Anderson
about the land on which they live. from
across many of the nation's 550
TRIBUNE STAFF WRITER
people who were here first.
American Indian tribes. among them an
Spring semester courses in Lakota,
"Interest is tremendous in American
emphasis on extended family, Beck said.
Ojibwe, History. Genealogy. Philosophy
Indian courses these days." noted Craig
Everyone pitches in, sharing chores,
-and World View," proclaimed the
Howe, director of the D'Arcy McNickle
helping make decisions, raising children,
classified ad, urging those who were
Center for American Indian History at
caring for elders. Left to work properly,
interested to ``call Dave."
the Newberry Library, who will be
it can be a strong support system.
That would be David Beck. Is he a
teaching "Dynamics of Philosophy and
Spirituality gives people a
busy man these days getting ready for the
World View" at the NAES college this
centeredness. It also helps in decision
spring semester at the Native American
semester and, as he put it, "looking at
making," he explained, though he noted
Educational Services College, 2838 W.
some of the fundamental aspects of the
quickly that "we don't teach how to find
Peterson Ave.?
culture."
spirituality. These are not self-help
"Yes." said Beck happily, settling
So what, asked a recent Chicago
courses. But we do study the role it plays
back in a book-lined office in a
campus visitor. can a modern-day
in everyday life for native peoples."
tree-lined. two-story building, where he
outsider learn from attending lectures on
For outsiders, a study of American
is dean of the Chicago campus. Across
ancient American Indian ways? In a
Indian cultures might also lead to a
the street is Mather Park. where dancers
word, said Beck. plenty.
stronger sense of place, especially in
from the Oneida, Menominee, Ojibwe
'Our history courses would be of
Chicago. These days. a majority of
and Lakota Sioux tribes gathered last
interest. Our tribal languages as well." he
Chicago's 8,000 to 11,000 American
June to display ancient skills. competing
began. flipping through a 65-page
Indians live on the North Side. in
for $23,000 in prizes. There was also
catalog, as other staffers bustled around
Lakeview, Edgewater. Albany Park and
much drumming.
getting classrooms and the library ready
Uptown.
In other ways as well these are boom
for term. "More and more people
Legacies of the city's Native American
times for native Indian cultures. which,
recognize that what they learned growing
past are everywhere, from an old trail
after centuries of neglect. have seen a
up simply left out Native American
now turned into busy Ridge Avenue to a
major upsurge in interest in their history,
history. Now they want to include that.
plethora of American Indian names on
arts, legends. prayers, healings and what
'We try to focus on tribal customary
streets and public areas.
many see as a more harmonious approach
law." he went on. "On how Native
"I've studied a lot of (American
to nature and environment.
Americans understood lands and
Indian) history," noted Beck. turning to
For many of American Indian descent,
resources. How they made treaties with
one stereotype he would like to retire, the
it involves digging into matters long
other tribes. What they thought they were
Hollywood depiction of the blood-thirsty
buried under an avalanche of foreign
doing with the Europeans."
warrior.
cultures. For them, the NAES system,
Not a little of the work has to do with
In most native languages. Beck said.
offering a bachelor's degree in "liberal
giving the American Indian side of what,
"the word 'warrior' included an idea of
arts tribally defined." now runs campuses
for them, were some rather bad real estate
doing whatever they had to do to make
in Chicago, Minneapolis, on a
deals. Often, lands were ceded under the
sure their people were safe and secure."
reservation in Montana and another in
misunderstanding that they were sharing
Far from always whooping into battle,
northern Wisconsin where Menominees
fishing and hunting rights. not selling off
warriors often opted for peace. he noted.
have lived for 5,000 years.
the land forever.
They only went to war. `when that was
But Dave's ad was directed to a
Other areas of interest, to outsiders
the last thing they could do to protect
different audience. Call them "the
searching for a more meaningful way of
their people.
outsiders." people looking to learn more
life, deal with the core values that spread
51
school application and what steps must
expected to consider spending $607.200
help prepare for a fall bond election: and
be followed for it to be approved by the
to upgrade salaries of some district
purchasing the Trinity Valley School
school board.
employees: hiring a management firm to
property at 6100 McCart Ave
In other business. trustees are
54. Arkansas Democrat Gazette
December 9. 1997
Educators give tentative OK to new graduation criteria
CYNTHIA HOWELL
degree. Pickett called math just as much
grade-point average. After hearing from
ARKANSAS DEMOCRAT-GAZETTE
a foundation for learning as English.
the principals of North Little Rock High
The Arkansas Board of Education on
Four units of English are required
School, West Campus, and Siloam
Monday tentatively approved revised
currently and in the proposed standards.
Springs High. the board approved
high school graduation requirements to
The Arkansas Higher Education
supplemental instruction programs in
take effect in 2002. The board is
Coordinating Council is considering new
those schools. Both programs are part of
scheduled to consider final approval of
requirements for unconditional admission
the regular school day and as a result
the proposals in February Two board
to state colleges and universities that
required a board waiver of a regulation
members said they hope to add another
include four high school math credits.
mandating after-school instructional
math course requirement by then. Board
Education Department Director Ray
program of at least 100 minutes a week.
members acted on the requirements
Simon urged the general education board
North Little Rock Principal Gregg
during a meeting in which they also:
to refrain from increasing the math
Thompson said the four-year-old
Waived for two high schools a regulation
requirement without public hearings.
Academic Improvement Program has
requiring after-school instruction for
Simon said the proposed high school
helped at least six out of every 10
athletes and others who hold less than a
requirements are comparable to those of
underachieving students to raise their
2.0 grade point average. Expressed
other states. Pickett also asked for
grades to at least a 2.0 level. which is a
concerns about the minimum levels of
assurances that students will graduate
"C" average. On the issue of school bus
liability insurance coverage most school
with computer technology skills. With
insurance coverage. a total of 211 of
districts carry for their buses. The state's
the exception of the change in the math
Arkansas' 311 school districts buy only
existing graduation requirements call for
requirement and the addition of a social
the minimum required amount of liability
three units of math. The proposed new
studies requirement, the proposed
insurance. McLarty said he believed the
requirements call for students to pass
graduation requirements are similar to
standard $50,000 to cover medical costs
three math courses, one of which must be
the existing requirements. The proposed
for up to 70 passengers on a bus is
taken in the student's final year of high
standards call for four units of English,
inadequate. The $50,000 would be the
school. Two of the required courses must
three units each in social studies, math
limit for coverage if the bus driver is
be algebra and geometry. Board
and science, and one-half unit each in
found at fault in an accident. McLarty
members Im McLarty of Newport and
oral communications. physical education,
said he understood the districts are
Betty Pickett of Conway proposed
fine arts and health and safety, and at
complying with the law and that raising
requiring four units of math instead of
least six elective credits. Also Monday,
coverage limits would increase school
three. McLarty said statistics show that
the board approved waivers that will
district costs. He suggested that the
students who take four years of math
enable students at two schools to
Education Board urge lawmakers to raise
score higher on college entrance exams,
participate in extracurricular activities
the minimum insurance coverage
are less likely to need remedial college
even if they have less than a 2.0
requirements.
classes and are more likely to obtain a
52
COMMENTARY
55. The Washington Post
12/09/97: Edition: FINAL: Section: OP-ED; Page A25
A Little Money For the Kids
By E. J. Dionne Jr.
popular Republican governor, George
well their kids' schools are doing.
The way the "education issue" gets
Allen, had hoped to take the state
Assessment is a precondition of reform.
discussed in politics is very different
legislature for his party with a big tax cut
But "I'll give your kids a test" is not a
from the way it's talked about around
campaign. The Democrats countered by
compelling national slogan. Rejoining
kitchen tables.
arguing that helping the schools was
the political discussion to the kitchen
When politicians get their hands
more important than tax cuts. Many
table discussion requires giving up
around it. the subject becomes abstract.
business leaders. Republican on so many
boilerplate rhetoric about education
It's about "vouchers" or "local control" or
issues, sided with the Democrats on this
being solely a local issue. It's a local
"education bureaucrats" or "charter
one. The Republicans fell short, and
issue, yes, but a national issue. too. What
schools" or "unions" or "testing" or
Democrats around the country spent a lot
can Washington realistically do without
"funding."
of timeover the next year doing photo
imposing large regulatory burdens on
When parents talk about it, it's about
ops in classrooms.
localities?
whether the teachers are good and
But Democrats now have a problem:
It can put its money where the kitchen
whether their kids are safe, happy, eager
The Republicans have gotten an
table wants it: to repair decaying schools
and learning how to read, write and
education on the education issue. If
and build new ones. The administration
count. It's about whether the school roof
Democrats could neutralize the
was foolish to cave in to Republicans in
is falling in and whether there are too
Republican advantage on the crime issue,
this year's budget negotiations on
many children in the class. It's about
Republicans figure they can do the same
Clinton's $5 billion school construction
whether the textbooks are good and
with this one. Once again. Virginia was
program. Congress could also create a
reflect the values of the household.
the laboratory. In the 1997 elections,
new version of the old "impact aid"
Ultimately, it's about whether all the
Republican Jim Gilmore, running to
program, to help school districts where
hours the kids are under that school roof
succeed Allen. had a popular issue in his
the mini-baby boom and immigration
are being spent productively.
proposal to cut the state's burdensome car
create jammed classrooms.
This disjunction between political talk
tax. His Democratic opponent, Lt. Gov.
It can help states to equalize spending
and household talk will matter in
Don Beyer, wanted the election to be
between rich and poor school districts.
American politics over the next several
about education. Gilmore's strategists
Parents from poor districts have been
years. Both parties are circling the
knew that education cut deeply,
winning lawsuits on this issue for years.
education issue, trying to turn it to
especially with the famous soccer moms.
But parents in wealthy school districts
political advantage.
So Gilmore made a simple promise: to
resent spending less on their own kids to
In 1996, Democrats owned the
have the state pay for 4,000 more
send money to poor school districts.
education issue. When Republicans in
teachers to cut class sizes. The
Washington could take the edge off these
Congress proposed to eliminate the
Republicans' post-election analysis
divisive fights by picking up some of the
Department of Education and cut
showed this promise had a large impact,
tab - and help poor kids in the process.
various federal programs, voters didn't
especially on women. They could vote
Yes, all this would require politicians
read this as an attack on government or
with Gilmore on the car tax because he
to violate the iron law of conventional
"Washington bureaucrats." The polls
had earned himself some education
wisdom that Washington spending is
show that they saw it as an indifference
credentials. Gilmore won the election.
always bad. Funny they never seem to
to the schools, one of the areas where
The question at the national level is:
think about this when they want to spend
most Americans believe government
Who will learn the most from Gilmore?
money on roads or defense installations.
necessarily plays a big role.
President Clinton is right in pushing for
The people at the kitchen table would
Democrats realized the issue's
national standards and testing as a way to
welcome a little of the largesse going to
potential in the 1995 elections for the
give parents some way of judging how
educate their kids.
state legislature in Virginia. The state's
THE WHITE HOUSE
WASHINGTON
January 26, 1998
Dear Mr. Chairman:
Thank you for writing concerning the December 11, 1997,
letter from Dr. Luther Williams, Assistant Director of the
National Science Foundation (NSF), to Mrs. Yvonne Larsen,
President of the California State Board of Education, concerning
the proposed standards for mathematics recently adopted by the
State of California.
Dr. Williams's correspondence was recently brought to the
attention of my staff. As a result, Dr. Neal Lane, Director of
NSF, sent the attached letter, in which he makes absolutely clear
that the content of State standards is the responsibility of the
State, and that NSF has no intention of withdrawing support for
the projects it is funding in California based on the action by
the State Board of Education.
Mastering the basics and advanced skills in mathematics is
critical for all our young people. I look forward to continuing
to work with you and your colleagues to help states and school
districts around the country strengthen teaching and learning in
math and other core subjects.
Sincerely,
Bin Chirton
The Honorable Bill Goodling
Chairman
Committee on Education and the Workforce
House of Representatives
Washington, D.C. 20515
Attachment
DRAFT
The Honorable Bill Goodling
[Identical Letters to Other Members]
Thank you for writing me concerning the December 11, 1997, letter by Dr. Luther Williams,
Assistant Director of the National Science Foundation (NSF), to Mrs. Yvonne Larsen, President
of the California State Board of Education, concerning the proposed standards for mathematics
recently adopted by California.
I completely agree with you that Dr. Williams' letter was inappropriate. The correspondence was
recently brought to the attention of my staff. As a result, Dr. Neal Lane, Director of NSF, sent
the attached letter, dated January 8, 1998. Dr. Lane's letter makes absolutely clear that the
content of state standards is the responsibility of the state, and that NSF has no intention of
withdrawing support for the projects it is funding in California based on the action by the State
Board of Education.
Mastering the basics and advanced skills in mathematics is critical for all our young people. I
look forward to continuing to work with you and your colleagues to help states and school
districts around the country strengthen teaching and learning in math and other core subjects.
Again, thanks for writing.
Sincerely
cc: Dr. Neal Lane
Attachment
DRAFT
The Honorable Bill Goodling
[Identical Letters to Other Members]
Thank you for writing me concerning the December 11, 1997, letter by Dr. Luther Williams,
Assistant Director of the National Science Foundation (NSF), to Mrs. Yvonne Larsen, President
of the California State Board of Education, concerning the proposed standards for mathematics
recently adopted by California.
The correspondence was recently brought to the attention of my staff. As a result, Dr. Neal Lane,
Director of NSF, sent the attached letter, dated January 8, 1998. Dr. Lane's letter makes it
absolutely clear that the content of state standards is the responsibility of the state, and that NSF
has no intention of withdrawing support for the projects it is funding in California based on the
action by the State Board of Education.
Mastering the basics and advanced skills in mathematics is critical for all our young people. I
look forward to continuing to work with you and your colleagues to help states and school
districts around the country strengthen teaching and learning in math and other core subjects.
Again, thanks for writing.
Sincerely
cc: Dr. Neal Lane
Attachment
DRAFT
The Honorable Bill Goodling
[Identical Letters to Other Members]
Thank you for writing me concerning the December 11, 1997, letter by Dr. Luther Williams,
Assistant Director of the National Science Foundation (NSF), to Mrs. Yvonne Larsen, President
of the California State Board of Education, concerning the proposed standards for mathematics
recently adopted by California.
I completely agree with you that Dr. Williams' letter was inappropriate. The correspondence was
recently brought to the attention of my staff. As a result, Dr. Neal Lane, Director of NSF, sent
the attached letter, dated January 8, 1998. Dr. Lane's letter makes absolutely clear that the
content of state standards is the responsibility of the state, and that NSF has no intention of
withdrawing support for the projects it is funding in California based on the action by the State
Board of Education.
Mastering the basics and advanced skills in mathematics is critical for all our young people. I
look forward to continuing to work with you and your colleagues to help states and school
districts around the country strengthen teaching and learning in math and other core subjects.
Again, thanks for writing.
Sincerely
cc: Dr. Neal Lane
Attachment
DRAFT
The Honorable Bill Goodling
Thank you for writing me concerning the December 11, 1997, letter by Dr. Luther Williams,
Assistant Director of the National Science Foundation (NSF), to Mrs. Yvonne Larsen, President
of the California State Board of Education, concerning the proposed standards for mathematics
recently adopted by California.
I completely agree with you that Dr. Williams' letter was inappropriate. The correspondence was
recently brought to the attention of my staff, who worked with Dr. Neal Lane, Director of NSF,
on the attached letter, dated January 8, 1998, which superseded that written by Dr. Williams. Dr.
Lane's letter makes absolutely clear that the content of state standards is the responsibility of the
state, and that NSF has no intention of withdrawing support for the projects it is funding in
California based on the action by the State Board of Education.
We all agree that mastering the basics and advanced skills in mathematics is critical for all our
young people. As the results of the 8th grade TIMSS test, and more recent data on student
achievement in urban areas make clear, we have far to go in order to achieve this important goal.
I look forward to working with you and your colleagues on helping states and school districts
around the country strengthen teaching and learning in this vital subject.
Again, thanks for writing.
Sincerely
cc: Dr. Neal Lane
Attachment
JAN-15-1998 15:40
NSF-DIRECTORS OFFICE
703 306 0109 P.01/08
SCIENCE
UNDATION
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306-
Fax 703-306-0109
Date: January 15, 1998
To: Bill Kincaid, DPC
Fax No.: 202-456-5581
From: Judy Sundey
Pages:
8
(Including Cover Sheet)
Comments:
Bill -
1
As per our conversation,
Judy
Please call the number above if you experience transmission problems.
JAN-15-1998 15:40
NSF-DIRECTORS OFFICE
703 306 0109
P.02/08
ROUTING SLIP
NATIONAL SCIENCE
FOUNDATION
TO.
NAME
ORGANIZATION & ROOM NO.
ACTION
INITIAL
DATE
1. JUDY SUNLEY
OD
4
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
1. Note and Forward
6. Concurrence
11. Recommendation
2. Note and Return
7. Approval
12. Please SOC me
3. Note and file
8. For signature
13. Investigate and report
4 Per your request
9. For comment
14. Keep and report
5. For information
10. For correction
15. Necessary action
16. Prepare reply for signature of
17. Answer or acknowledge before
FROM
DATE
ROOM NO.
LUTHER S. WILLIAMS
1/15/98
805
ORGANIZATION
E-MAIL ADDRESS
TELEPHONE NO.
AD/EHR
306-1606
REMARKS
THE FOLLOWING LETTER ARE ATTACHED:
1. JANUARY 5. 1998 LETTER FROM YVONNE LARSEN
2. January 15, 1998 LETTER FROM BERTHA PENDLETON
3. LETTER ADDRESSED TO CALIFORNIA SUPERINTENDENTS
NSF Form 35 (5/92)
This responds to
Note that this letter
L w's letter to
has crossed patho
USI superintendents.
with the one Lane
sent to Larsen
Theoe letters went only to the Superintendents.
I thought copies had gone to Larsen aa well,
but was told today that they had not
JAN-15-1998 15:41
NSF-DIRECTORS OFFICE
703 306 0109 P.03/08
STATE OF CALIFORNIA
PETE WILSON, Governor
CALIFORNIA STATE BOARD OF EDUCATION
of
721 Capitol Mall; P.O. Box 944272
Sacramento, CA 94244-2720
January 5, 1998
E.J
ECEIVE
12
Luther S. Williams, Assistant Director
National Science Foundation
OAD/EHR
4201 Wilson Boulevard
Arlington, VA 22230
Dear Mr. Williams:
This is to acknowledge receipt of your letter of December 11, 1997, regarding the mathematics standards
adopted by the California State Board of Education. Respectfully, I fear that your letter was written with
such haste--being dated the same day as our action-that you did not take the time to understand the
situation in regard to these standards as completely as you should have. Indeed. I believe you did exactly
what you accused the State Board of doing. not considering public input fully before committing pen to
paper. You suggest that the mathematics standards adopted by the State Board reflect "[t]he wistful or
nostalgic 'back-to-basics' approach that overlook[s] the fact that the approach has chronically and
dismally failed." You also imply that the adopted standards are somehow at odds with NSF-funded
projects in six public school systems. Here is why, I would suggest, you are wrong.
The State Board-adopted mathematics standards do not favor one "approach" to mathematics instruction
over another. These standards set forth the rigorous mathematics content to be delivered and leave the
"how to" decisions on content delivery to local decision-making. Why? Because we listened to the public
input. We heard strong, broadly based support both for traditional instructional approaches and for
innovative ones. We also heard strongly voiced criticisms of each. What we did not find--and what I
would challenge you to put forth--is a strong, cohesive base of current and confirmed research that
demonstrates clear superiority for any particular approach. We did find plenty of broad generalizing about
student achievement and mathematical literacy, contrarily-interpreted research, limited studies (usually
comparisons of various approaches involving small numbers of students or classes without appropriate
experimental controls), conjecture, anecdotes, and recitations of personal experiences. I should hope that
these are not the types of information on which you would have any state base standards.
I respect the fact that you appear convinced traditional approaches to mathematics instruction are not as
good as innovative ones. However, your allusion to chronic, dismal failure of traditional approaches is not
supported, I would submit, by current and confirmed research. Moreover, having now listened to a great
deal of public input (six public hearings around the state, and several more public discussion sessions in
Sacramento), I believe I could match you story-for-story, anecdote-for-anecdote, limited-study-for-limited-
study to demonstrate that traditional approaches are just as good or better than innovative ones in
mathematics instruction.
With respect to the NSF-funded projects in six California districts, I would suggest respectfully that they
are a non sequitur in relation to the statewide mathematics standards discussion. Absolutely nothing in the
adopted standards adversely affects those projects. Presumably, students in the districts where these
projects are being funded are receiving mathematics content at least as rigorous as the standards specify.
JAN-15-1998 15:41
NSF-DIRECTORS OFFICE
703 306 0109 P.04/08
Luther S. Williams
-2-
January 5, 1998
As to your comment that the State Board's action in adopting standards "vacates any serious commitment
to elevating problem-solving and critical thinking skills to K-7 mathematics standards," I do not believe
you can substantiate this with current and confirmed research findings. Without arguing "how" instruction
should be delivered, I have yet to have anyone show me what content in the adopted K-7 standards is not
needed to prepare for higher-order mathematics--what content in those standards is not essential to a
balanced knowledge of mathematics-computation problem-solving, and critical thinking. Other than
what we did, I do not know of any action the State Board could have taken that would have, at once, set
high content standards and allowed for local determination regarding the full range of instructional
approaches.
I would also like to emphasize another important point that you may not have considered. As an extension
of the standards, we will be producing a new Mathematics Framework in which ways to strengthening
mathematics instruction will be explored for a variety of different approaches. [We have also committed to
the adoption of a broad range of instructional materials that will support the different approaches.) The
framework is the correct place to discuss instructional approaches, not the standards. The standards need
to be the "what," not the "how." The "how" has to remain a local decision, unless the state (or the national
government) can cite a body of current and confirmed research which clearly establishes the superiority of
a specific approach.
I am sure that you believe you did a brave and courageous thing by sending your letter, and I am sure that
you have received considerable approbation from those who share your opinion about innovative
instructional approaches in mathematics. However, I did not find the letter either helpful or particularly
purposeful. Please, Mr. Williams, take a careful look at our mathematics standards. Ask yourself, if
students generally were to receive the rigorous mathematics content specified in the adopted standards,
regardless of instructional approach, wouldn't California have made substantial strides toward the higher
level of mathematics literacy we all desire? In all honesty. I believe you must agree that the answer is yes.
The problem now is not the standards. The unfortunate problem now is the fact that many (perhaps most)
of our teachers do not have sufficient mathematical background to deliver the standards' rigorous content.
What we need to do, both through pre- and in-service training, is strengthen the mathematical knowledge
base of our teachers. Respectfully I would suggest that NSF's positive assistance in that regard would be
much more helpful and purposeful than were your negative comments regarding California's first-ever
mathematics standards. Let us work collaboratively on areas where there is substantial agreement (such as
the need for staff development in mathematics), rather than focusing our attention on matters of
instructional approach on which there is substantial disagreement among distinguished mathematicians,
educators, and parents.
Sincerely,
your w. Lanen
YVONNE W. LARSEN, President
JAN-15-1998 15:41
NSF-DIRECTORS OFFICE
703 306 0109
P.05/08
S
D
CS
SAN DIEGO CITY SCHOOLS
EDUCATION CENTER
4100 Normal Street, San Diego, CA 92103-2682
(619) 293-8418
Fax:
(619) 291-7182
DR. BERTHA O. PENDLETON
Superintendent
January 14, 1998
Dr. Luther Williams
National Science Foundation
4201 Wilson Blvd.
Arlington, VA 22230
Dear Dr. Williams:
I am in receipt of your January 8, 1998, letter in which you seek to clarify the interplay
between the district standards articulated in the Urban Systemic Initiative (USI) agreement
and those recently adopted by the California State Board of Education
Let me assure you that no action of the State Board places us in jeopardy of meeting the
standards and terms set forth in our USI agreement While we are distressed with the action
which the State Board took, and believe it will have its influence on publishers of texts and
assessments, WC do not see this impacting the execution of the San Diego USI. As a local
Board of Education, we will implement a program which bonors the commitment to higher
standards. We would be happy to review this further with our program officer as you
suggest.
Sincerely,
Bercha 0. Pandleton
Bertha O. Pendleton
Superintendent
BOP:bb
c:
Eric Hamilton
Lrene Outlaw
Vance Mills
C/BOP/Williams/Jan 98
JAN-15-1998 15:42
NSF-DIRECTORS OFFICE
703 306 0109
P.06/08
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
January 8, 1998
nst
OFFICE OF THE
ASSISTANT DIRECTOR
FOR EDUCATION AND
HUMAN RESOURCES
Dr. Bertha Pendleton
Superintendent
San Diego City Schools
4100 Normal Street
San Diego, CA 92103-2682
Dear Dr. Pendleton:
The purpose of this letter is to clarify the interplay between the standards articulated in
the San Diego City Schools Urban Systemic Initiative (USI) Cooperative Agreement with
the National Science Foundation (NSF) and the K-7 Mathematics Standards recently
adopted by the California State Board of Education.
In particular, we wish to reiterate the importance of the standards the district has set for
itself as well as the importance of the terms of agreements for the USI award. Your letter
of December 18, 1997 indicates that San Diego expects to adopt math standards
sometime this month, which in their current form are stronger than those adopted at the
state level. The letter also raises concerns about the impact of the statewide standards on
issues such as instructional materials, assessment, and teacher professional development.
Therefore, we need you to inform us whether you expect that the statewide Standards
adoption will substantively impact the execution of the San Diego USI.
If so, NSF will enter deliberations toward reconciling the expectations in your
Cooperative Agreement and those which have emerged from considerations involving the
adoption of statewide standards.
Please review with your cognizant program officer, as appropriate, any questions that you
have regarding this process. We look forward to a continued partnership with you in
providing a high quality mathematics and science learning experience for students in the
San Diego Schools.
Thank you very much.
Sincerely,
Lufher
S.
Luther S. Williams
Assistant Director
Telephone (703)306-1600
FAX (703) 306-0399
JAN-15-1998 15:42
NSF-DIRECTORS OFFICE
703 306 0109
P.07/08
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
January 8, 1998
OFFICE OF THE
ASSISTANT DIRECTOR
FOR EDUCATION AND
HUMAN RESOURCES
Dr. Carlos Garcia
Superintendent
Fresno Unified School District
Tulare and M Streets
Fresno, CA 93721
Dear Dr. Garcia:
The purpose of this letter is to clarify the interplay between the standards articulated in
the Fresno Unified School District Urban Systemic Initiative (USI) Cooperative
Agreement with the National Science Foundation (NSF) and the K-7 Mathematics
Standards recently adopted by the California State Board of Education.
In particular, we wish to reiterate the importance of the standards the district has set for
itself as well as the importance of the terms of agreements for the USI award. We have
heard from the other USI sites in California concerning the impact of the recently adopted
statewide standards and recognize that this might be of concern to you as well.
Should you inform us that the Standards adoption will substantively impact the execution
of the Fresno USI, NSF will enter deliberations toward reconciling the expectations in
your Cooperative Agreement and those which have emerged from considerations
involving the adoption of statewide standards.
Please review with your cognizant program officer, as appropriate, any questions that you
have regarding this process. We look forward to a continued partnership with you in
providing a high quality mathematics and science learning experience for students in the
Fresno Schools.
Thank you very much
Sincerely,
Assistant Director
Telephone (703) 306-1600
FAX (703) 306-0399
JAN-15-1998 15:42
NSF-DIRECTORS OFFICE
703 306 0109 P.08/08
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
<Inst
January 8, 1998
OFFICE OF THE
ASSISTANT DIRECTOR
FOR EDUCATION AND
HUMAN RESOURCES
Dr. Ruben Zacarias
Superintendent
Los Angeles Unified School District
450 Grand Avenue
Los Angeles, CA 90012
Dear Dr. Zacarias:
The purpose of this letter is to clarify the interplay between the standards articulated in
the Los Angeles Unified School District Urban Systemic Initiative (LA-SI) Cooperative
Agreement with the National Science Foundation (NSF) and the K-7 Mathematics
Standards recently adopted by the California State Board of Education.
In particular, we wish to reiterate the importance of the standards the district has set for
itself as well as the importance of the terms of agreements for the USI award. In your
December 8, 1997 "Informative to the LAUSD Board of Education," you indicate that
the LAUSD Standards include and go beyond the State Board Standards and that the high
expectations for student achievement held by both the Board and the Superintendent will
be met by implementing the standards-based curriculum recommended by the LA-SI.
This suggests that the statewide standards will have little impact on the execution of the
LA-SI.
If this conclusion is incorrect, NSF will enter deliberations toward reconciling the
expectations in your Cooperative Agreement and those which have emerged from
considerations involving the adoption of statewide standards.
Please review with your cognizant program officer, as appropriate, any questions that you
have regarding this process. We look forward to a continued partnership with you in
providing a high quality mathematics and science learning experience for students in the
Los Angeles Schools.
Thank you very much.
Sincerely,
huther S. Wilkurs
Luther S. Williams
Assistant Director
Telephone (703) 306-1600
FAX (703) 306-0399
TOTAL P.08
JAN-08-1998 16:14
SCIENCE
ON
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306-1003
Fax 703-306-0109
Date:
1/8/98
To:
Mike Cohen
Domestic Policy Council
Fax No.:
202/456-5581
From:
Neal Lane
Pages:
3
(Including Cover Sheet)
Comments:
Please call the number above if you experience transmission problems.
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
OFFICE OF THE
DIRECTOR
January 8, 1998
Mrs. Yvonne W. Larsen
President, California State Board of Education
721 Capitol Mall, Room 532
Sacramento, CA 95814
Dear Mrs. Larsen:
Because science, mathematics, engineering, and technology education at all levels is an
agency wide priority for the National Science Foundation, I follow media coverage of these
issues on a regular basis. As you must be aware, the deliberations of the California State
Board of Education on mathematics standards have received a great deal of attention. In
some of the articles since the middle of December, reference was made to and quotes taken
from a letter sent you in the course of those deliberations by my colleague Luther Williams,
NSF's Assistant Director for Education and Human Resources. I was concerned about
some of the interpretations of this letter in the press. At my request, Dr. Williams recently
shared his letter with me. I believe it can easily be and in some instances has been
misconstrued. I want to be sure that there is no misunderstanding in your mind about
NSF's position on two very important matters.
(1) It is NSF policy not to prescribe particular standards for mathematics and science
education to NSF proposers and grantees or to the states in which they reside.
NSF's K-12 mathematics and science education activities are funded through competitive
programs to which interested organizations apply. The proposals made to us by states,
districts, schools. and other educational organizations are evaluated based on established
criteria, which usually include reference to high-quality, rigorous standards to be designed
and implemented by the participating entities. NSF believes that it is the responsibility of
states and local school districts to establish and implement the standards to which they hold
themselves.
(2) NSF does not regard the State Board's action with respect to statewide standards as
grounds for terminating funding to what we believe are critically important projects in
California school districts.
Dr. Williams' letter expressed his personal concern that the statewide standards you were
considering could have a negative impact on the ability of the school systems listed to live
up to the objectives of the cooperative agreements negotiated in the award process.
Unfortunately, his letter has been interpreted as a threat to terminate the awards, if the State
Board enacted the standards under consideration. Neither he nor I would countenance such
an action.
JAN-08-1996 16:15
California State Board of Education
Page 2
Finally, my reading of the media articles surrounding the California standards for K-12
mathematics is that, while the standards have been adopted, the underlying issues remain
controversial in your state, as they are in other parts of the Nation. I hope California will
take the lead in initiating a broad public discussion of what is important in mathematics
education that avoids the polarization of issues that has characterized much of the debate
thus far. This could be vitally important to other states involved in establishing standards
and in the periodic revision of standards that is expected to occur.
While the California standards are described as placing their focus on basic computational
skills, I see also clear recognition on your part that the needs for mathematics education do
not stop there. All students must be able to use basic skills effectively in developing means
of solving more complex problems. We need to find a way to demonstrate that basic skills
and the contextual framework of real-world problems or more advanced mathematics in
which they can be used reenforce one another, accomplishing what we all want -- a set of
varied approaches that in combination provide what is best for the students.
Please feel free to contact me if I can provide any additional clarification on these matters.
Sincerely,
meal faxe
Neal Lane
Director
TOTAL P.03
JAN-15-1998 12:15
NSF-DIRECTORS OFFICE
703 306 0109
P.01/04
SCIENCE
UNDATION
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306- 1018 1018
Fax 703-306-0109
Date: 13/15/98
To: Bill Kincaid
Fax No.: 202-456-5581
From: Judy Sunley
Pages:
(Including Cover Sheet)
Comments:
As per our conversation.
Rudy
Please call the number above if you experience transmission problems.
JAN-15-1998 12:15
NSF-DIRECTORS OFFICE
703 306 0109 P.02/04
WILLIAM 9. GOODLINE PENNSYLVANIA
AMERO
-
GEORGE MALER CALIFORNIA
THOMAS L PETEL WISCONSIN
DALE 1. CADEE MICHIGAN
-
MATTHEW o. MARTINEZ CALIFORNIA
MARGE MUKIMA NEW JERSEY
MAJOR A. OWENS. NEW YORK
HARRIS FAWELL ILLINOS
DONALD M. PAYME. NEW JERSEY
CASE BAILENGER MORTH CAROLINA
PATEY 1. MINK, NAWAS
BILL a BARRETT, NEBRASKA
ROBERT & ANDREWS, NEW JERSEY
PETER HOEKSTRA. MICHIGAN
TM ROEMER INDIANA
NOWARD? "suck" MCKEON CALIFORNIA
ROSERT C "BOSSY" SCOTT. VIRGINIA
MILE N. CASTLE DELAWARE
COMMITTEE ON EDUCATION
LYMN C WOOLSEY. CALIFORNIA
SAM JOHNSON. TEXAS
CARLOS A. ROMERO-BANCELO, PUERTO RICO
JEM TALENT. MISSOURI
JAMES C GREENWOOD, PENNSYLVANIA
AND THE WORKFORCE
CHAKA FATTAM, PENNSYLVANIA
RUSEN MINOJOSA, TEXAS
JOSEPH K KNOLLENSERG. MICHIGAN
CAROLYN MCCARTHY, NEW YORK
FRANK a RIGGS, CALIFORNIA
LINDSEY O. GRAMAM, SOUTH CAROLINA
U.S. HOUSE OF REPRESENTATIVES
JOHN $, TIERNEY, MASSACHUSETTS
RON KIND, WISCONSIN
MARK SOUDER INDIANA
2189 RAYBURN HOUSE OFFICE BUILDING
LORETTA SANCHEZ CALIFORNIA
DAVID MONTOSH. INDIANA
HAROLD IL FORD, JL. TENNESSEE
CHARLE NORWOOD, GEORGIA
WASHINGTON, DC 20615-6100
DENNS J. EUGNIOL are
RDN PAIR TEXAS
BOB SCHETER COLORADO
JOHN L PETERSON. PENNSYLVANIA
MAJORITY 225-4527
FRED UPTON MICHIGAN
MATHAN DEAL GEORGIA
January 13, 1998
(TTY)-(202) 226-3372
MINORITY 225-3728
VAN HELEARY. TENNESSEE
(TTY)-(202) 226-3116
JOE SCARBOROUGH, FLORIDA
The Honorable William Jefferson Clinton
President of the United States
The White House
Washington, DC 20500
Dear Mr. President:
The purpose of this letter is to express our deep concern about the interference of the
federal government, specifically the National Science Foundation, in State governance matters
involving school curriculum. We believe this warrants your personal and immediate attention.
California has been in the process of developing rigorous, academic standards in
mathematics, and other subject areas for the past several years. The California State Board of
Education, by law has the final authority on what these standards should be, and it has been
deeply involved in their development. On December 11, 1997, the day before the State Board
of Education was to approve new mathematics standards, The National Science Foundation
Director for Education and Human Resources, Luther Williams, in his official capacity, sent a
letter to the President of the State Board of Education Yvonne Larson, criticizing the Board's
preliminary decision to adopt standards of which Mr. Williams disapproved.
In his letter he made clear his disdain for the competence of the State Board of
Education to decide what is best for California children as indicated below:
"The Board actions, charitably, is shortsighted and detrimental to the long-term
mathematical literacy of children in California The wistful or nostalgic "back-
to-basics" approach that characterizes the Board standards overlooks the fact
that the approach has chronically and dismally failed."
For a Federal official, with no legitimate stake in the debate and no facts to back up his
claims, to openly seek to influence the decision was bad enough. However, the following
paragraph from his letter definitely crosses the line between Federal and State jurisdiction over
local education matters:
"The National Science Foundation currently maintains a portfolio exceeding $50
million in awards to six public school systems in California (East Side Union,
Fresno, Los Angeles, Oakland, Paramount, San Diego) These awards, though
JAN-15-1998 12:16
NSF-DIRECTORS OFFICE
703 306 0109
P.03/04
only moving into their second and third years of implementation, are beginning
to stimulate significant learning gains in mathematics and science
achievement You must surely understand that the Foundation cannot support
individual school systems that embark on a course that substitutes computational
proficiencies for a commitment to deep, balanced, mathematical learning."
It is clear from Mr. Luther's own comments that there is insufficient scientific data to
back up his claims that "significant gains in mathematics achievement" will result from this
"approved" National Science Foundation approach to mathematics instruction. In fact the
National Science Foundation conducted research in Project Follow Through over twenty five
years at a cost of more than one billion dollars, that supports "computational proficiencies" as
a fundamental and necessary part of mathematics instruction. Mr. Williams conveniently
ignores these findings. His heavy-handed approach is further reflected in the final paragraph
of his letter:
"We view the Board action in California with grave disappointment and as a lost
opportunity for the cities we support - indeed, for the entire state We
disagree, decisively, with the Board's decision to systematically remove
components from the standards that focus on problem solving and other
elements of the rigorous and powerful use and learning of mathematics."
It is our view that the National Science Foundation should not try to override a State
Board decision. To use the hammer of possible withdrawal of federal funds to force a state
into compliance with un-proven practices is unconscionable.
We consider the action taken by Mr. Williams as totally inappropriate, and an
infringement of the Federal government upon the will of the States and the people of
California. The Federal government has no business interfering with the California State
Board of Education on something as sensitive as the content of school curriculum. Please let
us know what action you intend to take to address the actions of Mr. Williams.
Sincerely,
BirGooding BILL GOODLING
Frank FRANK RIGGS Rigg
Chairman
Member PETE of Hochita Congress
HOWARD 'BUCK' MCKEON
HOEKSTRA
Member of Congress
Member of Congress
Alway LINDSEY GRAHAM Shan
Member of Congress
JAN-15-1998 12:16
NSF-DIRECTORS OFFICE
703 306 0109
P.04/04
Cc:
Yvonne Larson, Chairman, California State Board of Education
Delaine Easton, California Superintendent of Instruction
Honorable Richard Riley, United States Secretary of Education
Neil F. Lane, Director, National Science Foundation
Luther Williams, Assistant Director for Education, National Science Foundation
Pete Wilson, Governor of California
TOTAL P.04
FAX NO. 2022191736
P. 01/02
JAN-20-98 TUE 11:12 AM NCES
FAX
Date:
1/20/98
Number of pages including cover sheet:
2
To:
From:
Bill Kingsid
Pat Forgione
Phone:
Phone: Brisn Thompson (202) 219-1333
Fax phone: 2456)-5581
Fax phone:
(202) 219-2061
CC:
REMARKS:
Urgent
For your review
Reply ASAP
Please comment
JAN-20-98 TUE 11:13 AM NCES
FAX NO. 2022191736
P. 02/02
MEMORANDUM
To:
Mike Cohen
Jennifer Davis
David Frank
Mary Frase
Bill Kincaid
Tom Lyon
Martin Orland
Eugene Owen
Terry Peterson
Pat Ross
Bill Schmidt
Kevin Sullivan
Larry Suter
David Thomas
Maureen Treacy
Alex Wohl
Judy Wurtzel
cc: Ricky Takai
From: Pat Forgione
Date: Tuesday, January 20, 1998
Subject: Department Briefing on TIMSS 12th-Grade Release
The release of the TIMSS 12th-Grade report is rapidly approaching (February 24, 11:00
a.m.) Accordingly, NCES will begin a series of regular meetings to brief senior
deparment officials on the findings, how to interpret them, and dissemination/outreach
plans. 1 am writing to invite you to the first such meeting.
The meeting will include individuals from NCES, the Dept. of Ed., the White House, The
Widmeyer-Baker Group, and the TIMSS production team. It will take place as follows:
When: Friday, January 23, 10:00 a.m. - 12:00 p.m.
Where: Room 5342, Federal Building 10, 600 Independence Ave. SW
I hope that you will be able to attend.
Strengthening Math Education: The budget includes a $40 million increase for the Department of
Education matched by a $40 million increase for the National Science Foundation for jointly
coordinated activities designed to help raise math achievement, especially among middle school
students. Funded activities will address three priority areas critical to helping students master
basic and advanced skills in math: strengthening teacher preparation and on-going professional
development; helping communities select and implement high quality materials and technology;
and fostering public understanding and engagement. Proposed activities will leverage existing
programs and respond to recent results of the Third International Math and Science Study
(TIMSS) which showed that U.S. 8th graders perform below the international average in math.
OF EDUCTION
U.S. DEPARTMENT OF EDUCATION
.
OFFICE OF THE DEPUTY SECRETARY
UNITED STATES OF AMERICA
600 INDEPENDENCE AVENUE, S.W.
WASHINGTON, D.C. 20202-0500
DATE: 11/25
TO: Mike Cohen
ORGANIZATION:
DPC
PHONE: (202) 456 - 5575
FAX: (202) 456-7028
FROM:
PHONE: (202) 401-3281
FAX: (202) 401-9027
COMMENTS:
Mike - Mile Smith signated / get This
information with you / will get it to
OMB (Bam + Mary Casme) as well. / Rul
1/3 important to NW 98 as when p
are of ON initabies, tel appreciate Acadback of
ideas Te has to Thalls move Tyes forwards
TOTAL PAGES (including cover):
Funding for the Department of Education's Mathematics Initiative in FY99
Proposed Increases in Eisenhower Professional Development Federal Activities
and Eisenhower Regional Mathematics and Science Education Consortia
Earlier this year the President directed the Department of Education (ED) and the National
Science Foundation (NSF) to create an action strategy for improving the use of federal resources
to help students meet challenging mathematics standards in the eighth grade. The three major
priority areas in the soon-to-be released action strategy are: (1) promoting public understanding
and engagement; (2) assisting communities in selecting and implementing appropriate instructional
materials and technology; and (3) improving the mathematics teaching of elementary and middle
school teachers by improving teacher preparation and on-going professional development. An
important cross-cutting strategy is the improved coordination of ED and NSF programs in order
to build on their strengths and leverage reform.
The action strategy lays out a series of programmatic and policy directions for the two agencies.
To address the first priority area, the two agencies are using FY98 funds to launch a national
campaign to build public understanding and support of high standards in mathematics that will
begin in the fall of 1998. To address the second and third priority areas, the Department's FY99
budget request includes a $40 million increase in the Eisenhower Professional Development
Federal Activities and Eisenhower Regional Mathematics and Science Education Consortia. This
increased funding will allow the Department -- in conjunction with NSF -- to develop a national
campaign to improve math achievement parallel to efforts underway in reading. FY99 will be a
critical year for this effort with the further development of the voluntary national mathematics test
and the spring 1998 release of the 12th grade TIMSS results.
PROPOSED ACTIVITIES TO IMPROVE MATH ACHIEVEMENT
Joint Competitive Planning Grants to Jumpstart Mathematics Improvement in Grades 5-8:
Strengthening the impact of federal resources to upgrade mathematics instruction is a major
priority of the action strategy. This joint initiative, with significant additional funding from NSF,
will award $50,000 planning grants to school districts to develop strategies to better coordinate
and leverage Title I, Eisenhower, NSF and other funds to improve elementary and middle school
mathematics. The resources will target mid-size districts that do not receive Urban Systemic
Initiative (USI) grants from NSF, and, within those districts, high poverty schools. ($10 million
from ED)
The National Mathematics Project: Teacher networks are an extremely powerful and relatively
inexpensive and under-utilized way to improve the teaching workforce. Based on the National
Writing Project, this project-will support the development of several national models for
improving mathematics content knowledge of elementary and middle school teachers with the
goal of enhancing participants' fundamental knowledge of mathematics. These funds will be used
for the development of the materials and professional development models, which would become
self-sustaining over time. Participants would eventually be supported with funds from local, state
and other federal funds (including SSI, USI, Eisenhower state grants and Title I) to participate in
the network of their choice. ($5 million)
Leadership Training: An important finding in the action strategy is the nationwide shortage of
well-informed and well-trained leaders who can help schools improve mathematics instruction.
P.3/3
This program will help develop experts who can provide technical assistance and professional
development to schools on improving mathematics instruction in ways that are suggested by the
findings of the Third International Mathematics and Science Study (TIMSS). The initiative would
also share professional development models and materials, including materials on TIMSS and the
support materials developed around the Voluntary National Test in Mathematics. This program
will focus primarily on developing leadership capacity of school and district-based leaders and
professional developers to match NSF's commitment to developing leadership capacity among
university-based mathematics educators. ($3 million)
Technology-Based Professional Development: Technology has the potential to be a powerful tool
for professional development. Through video, CD-ROM, Internet and other technology, teachers
can actually see models of effective teaching and upgrade their mathematical skills and
knowledge. Currently, very few such materials exist. This initiative would fund a number of
projects to create more high-quality, technology-based professional development materials and to
build professional development curriculum around these materials. Funding would be provided to
states, districts, teacher centers and other high-quality professional development providers to
create effective strategies for using these materials and accompanying curriculum in mid- to
large-scale professional development efforts, including intensive training of teacher leaders and
the creation of networks to provide ongoing support in using the materials for professional
development. ($5 million)
Teaching for Understanding: TIMSS and other research show that many of the countries with
high levels of mathematical performance concentrate on developing the conceptual understanding
of mathematical principles in students. In contrast, research shows that the U.S. concentrates
more on teaching procedural knowledge -- or how to do things -- without tying this knowledge to
mathematical concepts. This program will develop professional development materials and
training models that are designed to help teachers, particularly middle school teachers, develop
pedagogical approaches that emphasize conceptual understanding of mathematics in students
while ensuring they still master the basics. ($5 million)
National Mathematics and Science Education Materials Clearinghouse: Increased funds for the
Eisenhower National Clearinghouse will help support the Department's Mathematics Initiative by
furthering materials development, the creation of Web sites, access to information via technology,
and TIMSS-related activities. The Clearinghouse works in conjunction with the mathematics and
science education regional consortia to provide assistance across the country to upgrade teaching
and learning in mathematics and science consistent with challenging academic standards. ($2
million)
Eisenhower Regional Mathematics and Science Consortia: This increase would provide an
additional $1 million to each consortium to train a group of regional leaders to improve
mathematics education by teaching more advanced mathematics content in middle school and
raising students' conceptual understanding of mathematics. The increase would also be used to
support partnerships of regional consortia with urban and rural school districts that require more
intensive technical assistance in planning, training, and identifying and using the best resources to
improve teaching and learning to higher mathematics standards. ($10 million)
DRAFT, 11/24/97
STIONAL
SCIENCE
OUNDATION
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306-1000
Fax 703-306-0109
Date:
1/9/98
To:
Mike Cohen
Domestic Policy Council
Fax No.: 202/456-5581
From:
Neal Lane
Pages:
2
(Including Cover Sheet)
Comments:
FYI
Please call the number above if you experience transmission problems.
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
nsf
OFFICE OF THE
DIRECTOR
January 9, 1998
The Honorable
Richard W. Riley
Secretary of Education
Department of Education
600 Independence Avenue, NW
Washington, DC 20202-0100
Dear Mr. Secretary:
Over the past two days, I have been working with staff at the Domestic Policy Council and
the Office of Science and Technology Policy to address a problem that may have some
bearing on activities of the Department of Education. I want to make sure you understand
the situation, as I would not want it to in any way jeopardize the partnership we have
worked so hard to put together.
During the deliberations of the California State Board of Education on standards for K-12
mathematics, Dr. Luther Williams sent a letter to the President of the Board discussing
what he believed were important issues for several of our large educational reform projects
in California (Attachment A). I first became aware of the letter when references to it and
quotes from it appeared in the media. I became concerned because the reporting gave the
impression that NSF, a federal agency, had intervened substantively in the California
deliberations. It now appears that this impression is broadly shared, and that certain
factions may use that to question the federal role in education.
Based on the potential for serious fallout, I felt that NSF must act to clear up the
misunderstandings. Thus, I have written to the President of the California State Board of
Education to make absolutely clear what NSF's position is with regard to standards
(Attachment B). Dr. Williams is also preparing some follow-up materials.
At the President's Management Council retreat on Wednesday, I discussed this briefly with
Mike Smith, so I know that the Department is aware of the nature of the situation. But, I
wanted to be sure that you were aware of the current status of its resolution before you met
with mathematics organizations this afternoon. If you would like to talk about any of this,
I would be happy to do so.
Sincerely,
Meal
Neal Lane
Director
Attachments
Copy to: Marshall Smith
TOTAL P.02
SCIENCE
UNDATIO
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306-
Fax 703-306-0109
Date:
To:
Mike Cohen, Bill Kincaid
Fax No.: 202-456-5581
From:
Judy Sunhey
Pages: 3
(Including Cover Sheet)
Comments:
Dr. Lane took a quick look at this before a
3:00 mtg that will tie him up much of
the afternoon. If this is okay, I can to Dget it
out. If there are problems, if may got held
antil tomorrow morning, I think this addresses
your concums. Please get back to me ASAP,
Please call the number above if you experience transmission problems. tudy
January 8, 1998
Mrs. Yvonne W. Larsen
President, California State Board of Education
721 Capitol Mall, Room 532
Sacramento, CA 95814
Dear Mrs. Larsen:
Because science, mathematics, engineering, and technology education at all levels is an
agency wide priority for the National Science Foundation, I follow media coverage of these
issues on a regular basis. As you must be aware, the deliberations of the California State
Board of Education on mathematics standards have received a great deal of attention. In
some of the articles since the middle of December, reference was made to and quotes taken
from a letter sent you in the course of those deliberations by my colleague Luther Williams,
NSF's Assistant Director for Education and Human Resources. I was concerned about
some of the interpretations of this letter in the press. At my request, Dr. Williams recently
shared his letter with me. I believe it can easily be and in some instances has been
misconstrued. I want to be sure that there is no misunderstanding in your mind about
NSF's position on two very important matters.
(1) It is NSF policy not to prescribe particular standards for mathematics and science
sol
education to NSF proposers and grantees or to the states in which they reside.
states
NSF's K-12 mathematics and science education activities are funded through competitive
programs to which interested organizations apply. The proposals made to us by states,
districts, schools. and other educational organizations are evaluated based on established
criteria, which usually include reference to high-quality, rigorous standards to be designed
and implemented by the participating entities. It is the responsibility of awardees to
establish and implement the standards to which they hold themselves.
(2) NSF does not regard the State Board's action with respect to statewide standards as
grounds for terminating funding to what we believe are critically important projects in
California school districts.
Dr. Williams' letter expressed his personal concern that the statewide standards you were
considering could have a negative impact on the ability of the school systems listed to live
up to the objectives of the cooperative agreements negotiated in the award process.
Unfortunately, his letter has been interpreted as a threat to terminate the awards, if the State
Board enacted the standards under consideration. Neither he nor I would countenance such
an action.
California State Board of Education
Page 2
Finally, my reading of the media articles surrounding the California standards for K-12
mathematics is that, while the standards have been adopted, the underlying issues remain
controversial in your state, as they are in other parts of the Nation. I hope California will
take the lead in initiating a broad public discussion of what is important in mathematics
education that avoids the polarization of issues that has characterized much of the debate
thus far. This could be vitally important to other states involved in establishing standards
and in the periodic revision of standards that is expected to occur.
While the California standards are described as placing their focus on basic computational
skills, I see also clear recognition on your part that the needs for mathematics education do
not stop there. All students must be able to use basic skills effectively in developing means
of solving more complex problems. We need to find a way to demonstrate that basic skills
and the contextual framework of real-world problems or more advanced mathematics in
which they can be used reenforce one another, accomplishing what we all want -- a set of
varied approaches that in combination provide what is best for the students.
Please feel free to contact me if I can provide any additional clarification on these matters.
Sincerely,
Neal Lane
Director
TOTAL P.03
The White House
and
Domestic Policy Council
Old Executive Office Building, Room 220
Washington, DC 20502
Telephone Number: (202) 456-2857
FAX Number: (202) 456-7028
Alternate:
(202) 456-2216
Alternate FAX: (202) 456-7431
FAX COVER SHEET
TO:
July Sunly
FAX:
703-306-0108
FROM: BILL KINCAID
THIS FAX INCLUDES THE COVER SHEET PLUS
02 PAGES.
IF YOU DID NOT RECEIVE THE COMPLETE FAX, PLEASE CALL (202) 456-2857.
MESSAGE:
Suggesh edits to draft lett Please
call me or mile.
Trank
Bau
JAN-08-1998 12:34
NSF-DIRECTORS OFFICE
703
306
0109
P.02/03
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
nsf
Final deaft
OFFICE OF THE
1/8/98
DIRECTOR
January 8, 1998
Mrs. Yvonne W. Larsen
President, California State Board of Education
721 Capitol Mall, Room 532
Sacramento, CA 95814
Dear Mrs. Larsen:
Because science, mathematics, engineering, and technology education at all levels is an
agency wide priority for the National Science Foundation, I follow media coverage of these
issues on a regular basis. As you must be aware, the deliberations of the California State
Board of Education on mathematics standards have received a great deal of attention. In
some of the articles since the middle of December, reference was made to and quotes taken
from a letter sent you in the course of those deliberations by my colleague Luther Williams,
NSF's Assistant Director for Education and Human Resources. I was concerned about
some of the interpretations of this letter in the press. At my request, Dr. Williams recently
shared his letter with me. I believe it can easily be and in some instances has been
misconstrued. I want to be sure that there is no misunderstanding in your mind about
Then
this
Put
this
NSF's position on these matters.
2nd
NSF's K-12 mathematics and science education activities are funded through competitive
programs to which interested organizations apply. Their proposals are evaluated based on
established criteria, which usually include reference to high-quality, rigorous standards to
be designed and implemented by participating schools and districts While we will provide.
examples of extant standards when such are requested.we believe it is the responsibility of
the states, districts, and schools participating in NSF projects to establish and implement
their own standards, It is NSF policy not to prescribe particular standards to NSF
proposers or to the states in which they reside.
Once decisions are made on which projects will be funded, the larger ones, such as the
Urban Systemic Initiatives in Fresno, Los Angeles, and San Diego, are funded through
cooperative agreements, where the conditions of the award are carefully negotiated and
criteria for evaluation are established. The standards to which the organization elects to
hold itself are part of the basis for the award Each year, NSF and the grantee organization
evaluate progress toward the objectives as outlined in the cooperative agreement, and NSF
makes a decision as to whether the progress is sufficient that the award should continue.
Dr. Williams' letter expressed his personal concern that the statewide standards you were
considering could have a negative impact on the ability of the school systems listed to live
USIS
up to their cooperative agreements Unfortunately, his letter has been interpreted as a threat
to pull the awards, if the State Board enacted the standards under consideration. I want to
make clear to you that NSF does not regard the State Board's action with respect to
statewide standards as grounds for terminating funding to what we believe are critically
important projects in California.
JAN-08-1998 12:35
NSF-DIRECTORS OFFICE
703 306 0109
P.03/03
California State Board of Education
Page 2
Finally, my reading of the media articles surrounding the California standards for K-12
mathematics is that, while the standards have been adopted, the underlying issues remain
controversial in your state, as they are in other parts of the Nation. I hope California will
take the lead in initiating a broad public discussion of what is important in mathematics
education that avoids the polarization of issues that has characterized much of the debate
thus far. This could be vitally important to other states involved in establishing standards
and in the periodic revision of standards that is expected to occur.
While the California standards are described as placing their focus on basic computational
skills, I see also clear recognition on your part that the needs for mathematics education do
not stop there. All students must be able to use basic skills effectively in developing means
a
of solving more complex problems. We need to find a way to demonstrate that basic skills
and
substantive mathematics reenforce one another, accomplishing what we all want -- a set
advanced
of varied approaches that in combination provide what is best for the students.
Please feel free to contact me if I can provide any additional clarification on these matters.
Sincerely,
Neal Lane
Director
TOTAL P.03
DIRECTORATE FOR EDUCATION
AND HUMAN RESOURCES
OFFICE OF THE ASSISTANT DIRECTOR
4201 WILSON BOULEVARD, SUITE 805
ARLINGTON, VA 22230
FACSIMILE TRANSMITTAL SHEET
TO:
FROM:
Mike Cohen
Luther S. Williams
COMPANY:
DATE:
The White House
December 31, 1997
FAX NUMBER:
TOTAL NO. OF PAGES INCLUDING COVER:
202-456-5581
1
PHONE NUMBER:
SENDER'S REFERENCE NUMBER:
202-456-5575
RE:
YOUR REFERENCE NUMBER
LETTER TO YVONNE LARSEN
URGENT
FOR REVIEW
PLEASE COMMENT
PLEASE REPLY
PLEASE RECYCLE
NOTES/
AS REQUESTED
NATIONAL SCIENCE FOUNDATION
TELEPHONE: 703-306-1600
FAX: 703-306-0399
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
OFFICE OF THE
ASSISTANT DIRECTOR
December 11, 1997
FOR EDUCATION AND
HUMAN RESOURCES
Mrs. Yvonne W. Larsen
President, California State Board of Education
721 Capitol Mall, Room 532
Sacramento, CA 95814
Dear Mrs. Larsen:
California appeared poised to make an important contribution to the national discussion regarding
the appropriate balance of mathematical problem-solving, procedural skills, and critical thinking
with the September, 1997 proposal of the Commission for the Establishment of Academic
Performance and Content Standards. Instead, the decision last week by the California State
Board of Education, with little or no public input, to adopt alternative standards vacates any
serious commitment to elevating problem-solving and critical thinking skills in K-7 mathematics
standards. The Board action is, charitably, shortsighted and detrimental to the long-term
mathematical literacy of children in California.
The wistful or nostalgic "back-to-basics" approach that characterizes the Board standards
overlooks the fact that the approach has chronically and dismally failed. It has excluded
youngsters from engaging in genuine mathematical thinking and therefore true mathematical
learning, and has produced a disproportionately mathematically illiterate citizenry.
The National Science Foundation currently maintains a portfolio exceeding $50 million in awards
to six public school systems in California (East Side Union, Fresno, Los Angeles, Oakland,
Paramount, San Diego). These districts are undertaking systemic initiatives to offer their students
much greater opportunities to learn and achieve in high-quality, rigorous, mathematics and
science. These awards, though only moving into their second and third years of implementation,
are beginning to stimulate significant gains in mathematics and science achievement. A growing
body of research also shows significant learning gains elsewhere. You must surely understand
that the Foundation cannot support individual school systems that embark on a course that
substitutes computational proficiencies for a commitment to deep, balanced, mathematical
learning.
We view the Board action in California with grave disappointment and as a lost opportunity for
the cities we support -- indeed, for the entire state. We have followed the debate closely. We
Telephone (703) 306-1600
FAX (703) 306-0399
obviously share your stated interest in improving the rigor of the mathematics instruction in the
state. We disagree, decisively, with the Board's decision to systematically remove components
from the standards that focus on problem solving and other elements of the rigorous and powerful
use and learning of mathematics.
Sincerely,
Luther S. with
Luther S. Williams
Assistant Director
cc: Delaine Eastin
Superintendent for Public Instruction
Mrs. Yvonne W. Larsen
President, California State Board of Education
721 Capitol Mall, Room 532
Sacramento, CA 95814
Dear Mrs. Larsen:
My colleague Luther Williams, NSF's Assistant Director for Education and Human
Resources, recently shared with me a December 11 letter he sent to you in the course of the
California State Board of Education's deliberations on statewide standards for K-12
mathematics. I have also become aware of a number of articles from the media which
quoted or summarized from that letter. Based on my reading of these materials, I believe
Dr. Williams' letter can easily be and, in some cases has been, misconstrued. I want to be
sure that there is no misunderstanding in your mind about NSF's position in these matters.
First, I want to congratulate the California State Board of Education on adopting its first set
of statewide standards for K-12 mathematics. Developing educational standards is not an
easy process. There is general agreement that students perform better when there are clear
expectations for their performance, yet that agreement does not always extend to what those
expectations should be. The existence of standards is a testament to hard work and
persistence.
NSF's K-12 mathematics and science education activities are funded through competitive
programs to which interested organizations apply. Their proposals are evaluated based on
established criteria, which usually include reference to high-quality, rigorous standards to
be designed and implemented by participating schools and districts. While we will provide
examples of extant standards when such are requested, we believe it is the responsibility of
the states, districts, and schools participating in NSF projects to establish and implement
their own standards. We would not presume to prescribe standards to NSF proposers or to
the states in which they reside.
Once decisions are made on which projects will be funded, many, particularly the larger
ones, are funded through cooperative agreements, where the conditions of the award are
carefully negotiated and criteria for evaluation are established. The standards to which the
organization will hold itself are part of the basis for the award. Dr. Williams' letter
expressed his concern that the statewide standards you were about to adopt could have a
negative impact on the ability of the school systems listed to live up to their cooperative
agreements.
This component of his letter has been interpreted as a threat to pull the awards, if the State
Board enacted the standards under consideration. Under no circumstances would we
withdraw funding from what we regard as critically important projects in California based
solely on the State Board's action with respect to statewide standards. Indeed, we have
maintained close contact with the superintendents of districts involved in our Urban
Systemic Initiative (USI) program and are actively seeking to ensure their continuance. See
the attached letter.
Finally, my reading of the media articles surrounding the California standards for K-12
mathematics is that, while the standards have been adopted, the underlying issues remain
controversial. I hope we can use this experience to initiate a broad public discussion of
what is important in mathematics education that avoids the polarization of issues that has
characterized much of the debate thus far. This could be vitally important to other states
involved in establishing standards and in the periodic revision of standards that must take
place.
JAN-07-1998 17:07
NSF-DIRECTURS OFFICE
"
no
mastr basics the and
While the California standards are described as placing their focus on basic computational
skills, I see also clear/recognition that the needs for mathematics education do not stop
there. Students must|be able to use those computational skills effectively./to develop
appropriate means of solving problems, and to know when the use of computers or
calculators is truly warranted. Perhaps we can use the existing USI awards in California to
demonstrate that basic skills and(substantive mathematics reenforce one another, finding a
path that accomplishes what we all want -- varied approaches that in combination provide
what is best for the students.
move advanced
Williams
CC: Super
TOTAL P.03
jsunley @ nsf.gov
about
01/05/98 10:49:00 AM
Record Type:
Record
To:
William R. Kincaid
CC:
Subject: action strategy -- transmittal and release
Bill,
DC
I know that Judy has talked to you about transmittal and release of the
action strategy. We had talked on Wednesday, and I sent her these
or
additional thoughts on Friday. I don't know if she had an opportunity to
share them with you before she left. I thought it might be important for
evat
you to see them as timing may be important.
Judy S.
> Date: Fri, 2 Jan 1998 11:54:48 -0500
> To: [email protected]
> From: Judy Sunley <[email protected]>
> Subject: action strategy -- transmittal and release
> Cc: mcozzens
> Bcc:
> X-Attachments:
>
> Judy,
>
> I said in our phone conversation on Wednesday that I would try to think a
> bit more about transmittal of the action strategy to the President and its
> public release. Here are some thoughts. I'm including your suggestion
> that the release be concurrent with the release of 12th grade TIMSS
> results for completeness. I will reiterate that I am uncomfortable with
> simply holding the document and not giving the White House the opportunity
> to evaluate it and recommend it to the President.
V
> 1. Release the action strategy concurrent with the release of the 12th
> grade TIMSS results. (If I understood what you said on Wednesday, this
> would be announcement by Riley and Lane that they had transmitted the
> action strategy to the President as it is unlikely the President will
No
> participate in the release of this essentially negative information.)
>
> Pros:
V
> The TIMSS results, which raise attention to shortcomings in math and
> science education, are part of the impetus for the action strategy.
>
> We can argue that the action strategy represents a first step at dealing
> with the poor results the TIMSS rollout points to.
>
> Previous TIMSS releases have had good press coverage, and such coverage is
> likely this time as well.
>
> Cons:
>
> The 12th grade results are bad, so we would be tying the action strategy
> to what is basically a negative event.
>
> The TIMSS 12th grade results are confusing; the messages are complex; it
> is not clear people would pick up on the positive message of the action
> strategy.
>
> Rather than the President acknowledging receipt and intention to act on
> the action strategy, Riley and Lane would indicate they had forwarded it
> to the President.
>
>2. Release the action strategy concurrent with the announcement of the
> winners of the Presidential Awards for Excellence in Mathematics and
> Science Teaching.
when?
>
> Pros:
>
> This is a very positive announcement; the teachers are spectacular.
>
> There is generally a lot of local publicity for the awardees; it is
> possible that the local press would pick up the action strategy as well.
>
> Cons:
>
> The action strategy is not aimed at this particular group of teachers --
> they are already doing the job well.
>
> The announcement is usually fairly low key. It is not clear that it would
> attract national coverage.
>
>3. The President has visited a number of schools over the past several
Not POTUS
> months, interacting with students and teachers. Find an appropriate time
> when such a visit is planned (or make one), and incorporate release of the
Ryllae-
> strategy with the visit.
>
> Pros:
Pau marke UP
>
> This type of "event" regularly gets good press coverage.
V
> If there were a visit to a middle school, it would be a good opportunity
> to highlight what we think could be done in middle school mathematics. It
> would be even better, if we were able to do it in a Title I schoolwide
> school that already has some related activities underway.
>
> Riley and Lane could participate as well.
V
> Cons:
V
> It is not clear that such an event is in the works right now.
>
>4. The State of the Union Address. (This effort, in part, had its
> genesis in last year's State of the Union Address, with the proposal for
NO
> national voluntary exams in reading and math. What I contemplate here is
> a short update on the status of those exams with brief mention of the
> action strategy in math and science to complement the Department's longer
> term efforts on reading.)
>
> Pros:
>
> This is very visible, would get good press coverage.
>
> While it is not a separate event focused on the strategy, it provides a
> natural opportunity to highlight the existence of a strategy that will, in
> part, be realized through the FY99 budget.
>
> Would obviate the necessity of a separate event.
>
> Cons:
>
> Action strategy might get lost in the broad set of issues raised in the
> State of the Union.
>
> Action strategy (and budget increments supporting it) may not be deemed
> important enough for the State of the Union.
>
> 5. Combination strategy:
>
> Have press release for PAEMST reference that President has received the
> action strategy, lay the groundwork for further information. Mention the
> strategy and its implementation in the State of the Union. Follow up with
> a visit to a school that would, among other things, illustrate the
> potential impact of the strategy.
>
> Pros:
>
>
High visibility for the strategy; lets the public know that action is
> underway.
V
> Doesn't rely on a single event; mixes modes of transmittal, just as
> strategy mixes approaches to implementation.
>
> Permits us to lay the groundwork with education press before the State of
> the Union so that even brief mention in that address could capture
> attention.
V
> Cons:
>
> May overstate importance of the strategy.
>
V
>
>
>
DEC 04 '97 01:05PM OFFICE OF DEPUTY SEC
P.1/4
OF PREMIUM
UNITED STATES DEPARTMENT OF EDUCATION
AND
1
STATES OF AMOUNT
OFFICE OF THE DEPUTY SECRETARY
FOB-10 Rm 6251
Telephone Number: (202) 401-3281
Fax Number: (202) 401-3095
FAX COVER SHEET
TO:
Bill Kincaid
FROM: JUDY WURTZEL
FAX: 456-7028
NUMBER OF PAGES TO FOLLOW, INCLUDING COVER SHEET: 4
IF YOU DID NOT RECEIVE THE COMPLETE TRANSMISSION, PLEASE CALL
(202) 401-3281 or (202) 401-1000.
MESSAGE:
This letter is now public. Please fax it
to whomever you'd like.
600 INDEPENDENCE AVE., S.W. WASHINGTON. D.C. 20202
Our mission is to ensure equal access to education and to promote educational excellence throughout the Nation.
DEC 04 '97 01:05PM OFFICE OF DEPUTY SEC
P.2/4
NATIONAL
OF
SCIENCE
FOUNDATION
VISITED STATES OF AMERICA
November 24, 1997
Dear Colleague:
The National Science Foundation (NSF) and the U.S. Department of Education are pleased to
announce an opportunity for you and/or your organization to participate in the Public
Understanding and Engagement Mathematics Initiative.
Background:
The attention of parents, educators, students, and the public is needed if this Nation is to realize
the goal that all American students will leave eighth grade prepared to pursue the higher-level
mathematics and science courses that are the gateway to college, productive employment, lifelong
learning, and effective citizenship. The middle school years are critical in the mathematical
development of children. The results of the recent Third International Mathematics and Science
Study (TIMSS) show that, while U.S. fourth graders are making real progress in mastering the
basics of mathematics, U.S. eighth graders score below the international average in mathematics.
Many middle school students, often through no fault of their own, fail to master the mathematics
necessary to pursue the higher-level mathematics and science courses in high school that are the
gateway to college and careers. TIMSS suggests that it is in grades 5-8 - when our students
should be moving beyond studying arithmetic to incorporating arithmetic in solving more
complex, multi-step problems and to learning elements of geornetry, algebra, and measurement
that we need to do more to raise expectations and achievement. The release of the TIMSS results,
and the resulting interest in improving student learning and achievement, suggest that, as a nation,
we have a window of opportunity to communicate and raise expectations for improved student
learning and achievement in mathematics.
Reaching high levels of performance in mathematics requires teachers who possess the skills and
knowledge to teach challenging mathematics content in effective ways and to implement
high-quality, standards-based curricula and instructional materials, including effective uses of
educational technologies. The NSF and the Department of Education have programs to help
accomplish these two components of a strategy for improving mathematics achievement. These
programs will be expanded and linked in the near term.
DEC 04 '97 01:06PM OFFICE OF DEPUTY SEC
P.3/4
Dear Colleague
2
Activities outside the classroom for both students and adults are important if one is to improve
student achievement in mathematics. Activities outside of schools can make mathematics come
alive and more relevant to student's daily lives and career choices. At the same time, these
activities can help many parents and other adults develop a clear sense of what students should be
expected to know and do in mathematics in school, especially in the middle years.
The NSF and the Department of Education intend to support the creation of a large-scale, national
public education effort that is coupled with extensive opportunities for active engagement of
students, parents, and the larger community in the support of mathematics education. By way of
this letter, the two agencies are calling for proposals to be submitted to NSF for the Public
Understanding and Engagement Mathematics Initiative. Awards under this initiative will be co-
funded by the two agencies.
Elements of the Public Understanding and Engagement Mathematics Initiative:
Building on a well-defined theme(s), projects are expected to inform and engage the general
public with a clear, coherent message directed towards improved student learning and
achievement in mathematics. Collectively, the projects should:
use simple and compelling messages to tell the public what middle school students should
know and be able to do in mathematics. These messages should be widely and regularly
disseminated in a recognizable format, and should include sample problems and student
work.
place an emphasis on important mathematics and interesting problems that engage middle
school students, parents and the general public; some problems should illustrate the power of
using solutions of elemental problems to produce solutions for those that are more complex;
illustrate the relevancy of challenging mathematics to success in college and a wide range of
careers;
create well-designed products that will engage the public in actually doing mathematics and
that target a variety of media, along with a plan for disseminating the products;
foster and create active partnerships to engage parents and the community, to include
professional organizations, scholarly societies, community-based organizations, and the
business sector.
mobilize adult volunteers to assist students in doing high-quality mathematics problems in a
variety of settings - summer, after-school and weekend programs, contests, etc.;
provide high quality printed and Internet-based support materials as guides for volunteers
which might include examples of student work, hints for solving problems, and pointers to
additional resources; and
sponsor highly visible local and national events and activities that engage the community
which could include such things as math fairs, business sponsored contests, etc.
DEC 04 '97 01:06PM OFFICE OF DEPUTY SEC
P.4/4
Dear Colleague
3
All proposed activities are to be coordinated with other NSF and Department of Education funded
activities that take place outside the classroom, e.g., the 21st Century School Initiative, Title 1
after-school programs, Partnerships for Family Involvement in Learning, Informal Science
Education projects, etc. Strategies to reach populations currently underserved by attempts to
improve mathematics achievement are particularly encouraged.
Administrative Aspects:
It is expected that grants and/or cooperative agreements will be made for a period of one to three
years. The initiative will be funded for approximately three million dollars. It is expected that up
to five (5) awards will be made.
Concept papers are required and must be received at the National Science Foundation by
January 5, 1998. These concept papers may address all aspects of the initiative or individual
parts. Concept papers should be limited to five pages and must include a budget narrative.
Concept papers should be sent to Dr. James Oglesby at NSF, 4201 Wilson Blvd., Room 885,
Arlington, Virginia 22230. Feedback on the concept papers will be provided by February 16,
1998. Included with this feedback will be information about the submission of full proposals and
the criteria for their review.
Full proposals should be prepared in accordance with the guidelines provided in the Grant
Proposal Guide (NSF 98-2) and must be received at NSF by April 1, 1998. It is expected that
there will be substantial cost sharing or leveraging in the final proposal, given the limited funds
available for the initiative. Any cost sharing commitment specified in the proposal will be
referenced and included as a condition of an award resulting from this Dear Colleague letter.
Should one proposal for the whole task not be submitted, or not be competitive, one of the
awardees will be chosen competitively to coordinate all of the activities in the set. This lead
organization will insure that all activities are consistent with NSF's and the Department of
Education's priorities for this initiative.
If you have any questions about this initiative, please call NSF Program Officers, James Oglesby
or Diane Spresser at 703-306-1620.
Most sincerely
Mayant B. Ezsen
dran
Wreter
Margaret B. Cozzens
Judith Wurtzel
Division Director
Mathematics Initiative Director,
Elementary, Secondary, and
Department of Education
Informal Education Division, NSF
14
13. LRP Publications
Dec. 22, 1997
Energy Department to Offer Science and Math
Internet-based Tutorials
Department of Energy Secretary
spokesperson. In addition to giving
teachers on new scientific discoveries.
Frederico Pena recently unveiled the
teachers on-line access to "expert"
The Energy Department will also use the
National Science Education Strategy.
mentors, the program is also geared to
site to offer teacher training and
under which Department scientists will
provide teachers an opportunity "to
instruction on science and technological
serve as on-line mentors for elementary
access the latest innovations in science
advances.
and secondary school teachers.
and technology."
The Department of Energy, working
"It is our obligation as parents,
The Internet-based tutorials will focus
in conjunction with the National Science
teachers and elected officials to give our
on science and math education for K-12
Teachers Association, will recruit 1,000
children tools they will need to take us
students, and will be designed by
among scientists, engineers, and
into the 21st century." said Pena. "This
Department of Energy scientists in
technicians from the national labs and
means we must maintain the standard of
partnership with teachers and schools
facilities by the year 2000 to serve as
excellence that has made our nation a
across the country. The tutorials will be
on-line mentors. These experts will be
world leader in science and technology.
accessible via the Department's science
available to answer teachers' questions
We need to get our children excited and
education website.
on basic science and technology; energy
motivated about science and math so
The new science education website
use and efficiency; environmental
they can compete in a world where
will funnel the enormous amount of
studies; engineering: computer science:
technology is at the forefront of the
information available from the national
and math.
global marketplace."
labs into one central location. The
"I want the Department of Energy to
The National Science Education
website will provide teachers and
open its doors of knowledge and make
Strategy will utilize the technological
students, via the Internet. the
them available to the next generation of
resources of the Department of Energy's
opportunity to conduct hands-on
scientists," said Pena. "I hope this
national laboratories to develop
experiments and tutorials, as well as
National Science Education Strategy will
state-of-the-art educational technologies
access to the national labs.
help our children learn about the
in science and math for elementary and
The website will provide a means by
wonders of science and math so that they
secondary school students.
which the Energy Department. in
will keep our nation at the forefront of
The initiative is designed "to create
partnership with the National Science
scientific
and
technological
effective Internet learning tools that can
Foundation, will help get information to
excellence."
be used nationwide," according to a DOE
14. Education Daily
December 23. 1997
ED'S 1998 TECHNOLOGY DOLLARS YIELD
FUNDING CHANGES
K
-12 educators can expect some
in fiscal 1997 to $425 million in fiscal
of four grant-giving components, which
changes next year for
1998, and ED sent the money in block
handed out three grants totaling
Education
Department
grants Dec. 10 to state education
$750.000 in fiscal 1997.
technology grants. including additional
agencies (SEAs). Schools and school
Fiscal 1998 grants, however. will be
funding cycles, larger grant sizes and
districts should contact their agencies
no more than $500,000 for each of 11
new focus areas. due partly to extra fiscal
now to see about fiscal 1998 funding.
grants. said educational technology
1998 appropriations.
The fund provides formula grants to
coordinator Connie Louie. and the
ED's two major technology grant
SEAs to help them implement statewide
program component's budget now is $4
programs are the Technology Literacy
technology plans through competitive
million.
Challenge Fund and the Technology
funding to local education agencies
California received $46.5 million, the
Challenge Grants. both of which received
(LEAs) that are using new technologies
largest amount among the states. It too
major fiscal 1998 increases.
to improve schools.
will have an additional funding cycle this
The year-old Technology Literacy
Massachusetts will move to two
spring, said spokeswoman Karen
Challenge Fund grows from-$200 million
cycles+from one last year+for its largest
Steentofte. The state received about
13
TRADE
11. Commerce Business Daily
12/22/97 Section: DEADLINE: DUE 020998
RELOCATION OF DEPARTMENT OF EDUCATION
IN THE WASHINGTON, DC METROPOLITAN
AREA.
NOTICE TYPE: Solicitation
Contract for the relocation of the
Building #10, 600 Independence Ave.,
NOTICE DATED: 121897
Department of Education, from (4)
S.W., Washington. DC. Bidders that fail
OFFICE ADDRESS: General
locations to Federal Office Building #6,
to participate in the walk-through or
Services Administration, NCR. Special
400 Maryland Ave., S.W., Washington,
inspection of property to be relocated,
Services Center (WPMFC), 3101 Pennsy
DC, a modernized headquarters facility.
will not be considered for award.
Dr., Landover, MD 20785
This move will include approximately
Solicitation will be issued on or about
ZIP CODE: 20785
1,500 workstations of only contents and
January 10, 1998. The move is currently
SUBJECT: V - RELOCATION OF
/or equipment. 250 positions of furniture,
scheduled to begin early April 1998
DEPARTMENT OF EDUCATION IN
the National Library of Education, the
through August 1998. All interested
THE
WASHINGTON,
DC
Barnard Auditorium. photography studio,
parties are invited to request a solication
METROPOLITAN AREA.
training and development center. mail
package in writing either by mail to the
SOLICITATION
NO.:
SOL
room, and LAN room. Inspection of
address above or by FAX to (301)
GS11P98YXC0046
property and locations will be conducted
436-7178.
RESPONT: POC Juanita Harris. Carol
on Thursday, January 22. 1998. at 10:00
RECEIVED: (W-352 SN152254)
A. Rivers - (301) 436-6000
a.m. (prompt). Prospective bidders will
Provided by Federal Information & News
NOTICE TEXT: Total Small Business
meet on the lobby level of Federal Office
Dispatch, Inc. (FIND) 202-544-4800
Set-Aside Definite Quantity Type
12. The Hotline
12/22/97
NATIONAL BRIEFING - BOWLES WATCH: ICKES
WOULD CONSIDER COS IF CLINTON ASKED
Ex-WH Dep. CoS Harold Ickes, asked
turn down the President of the United
not been told I'm a target or a subject"
if his name would be thrown into the mix
States if he asks you to come and talk to
("IP Weekend," 12/20).
when and if WH CoS Erskine Bowles
him." Ickes, asked about Pres. Clinton's
Potential replacements. culled from
leaves: "I have no idea. My partner.
"shabby" treatment of him: "That's a long
The Hotline's database: NSA Sandy
Janice Enright and I are busy with a very
time ago. And the fact is, he and I have
Berger, Commerce Sec. Bill Daley,
thriving consulting business here in
been friends for 25 years and continue to
House Dem caucus chair Vic Fazio, Ag.
Washington D.C., and we're devoting our
be friends." Ickes, on whether he is a
Sec. Dan Glickman, WH legis. liaison
attention to that." CNN's Blitzer: "If he
target in either the Teamsters of
John Hilley, ex-Commerce Sec/USTR
called you to come back to serve in the
campaign finance investigations: "I have
Mickey Kantor, Dep. CoS John Podesta,
White House. would you go back?"
not been told that. I have testified, I
ex-WH counsel/ex-VP Gore CoS Jack
Ickes: "I would always answer a call to
think. 17 times. Not on campaign
Quinn, Ed. Sec. Richard Riley and
the President of the United States and
finance reform, but since coming to
Treas. Sec. Robert Rubin.
have a discussion with him. You don't
Washington in various forms. But I've
Jan. 4, 1997
Memorandum for Bill Kincaid
From:
Mike Cohen
Subject:
Reactions to ED/NSF math strategy
1. Overall, the strategy is fine.
2. I'm less concerned than you about the lack of reference to the national tests in the cover letter;
I'm not opposed to having some reference to it, but I don't think its critical.
3. I am very concerned, however, that in its current form the document will be portrayed by
critics as the federal government's master strategy for promoting fuzzy math through the top-
down implementation of the NCTM standards. This will hurt our overall efforts in general, and
our national test effort in particular.
While this document can't be the place to explain or defend the NCTM standards, there are
several steps that must be taken to minimize the criticism we will inevitably encounter:
o
Emphasize the importance of mastering the basics in math. The document talks about
rigorous standards and problem-solving, but it doesn't say clearly--and often -- that doing
well and reaching standards by the 8th grade requires kids to know how to add, subtract,
etc. very well.
It should. And it needs to repeat this idea often, especially in the sections that deal with
public engagement and with curriculum and instruction issues.
I don't believe the NCTM standards intend schools to stop teaching kids the basics.
Unless I'm wrong, this needs to be said early and often. And we should make better use,
in this document and in its release, of the value that federal scientific agenices place on
the NCTM standards. If NASA wants people to know the NCTM standards in order to
get rockets to Mars, that should be made clear up front. Nobody thinks that the team got
the rocket to Mars is weak in math, or can't do basic calculations without a calculator.
0
Emphasize state standards and NAEP as well as the NCTM standards. First, the
document has to acknowledge that ED programs require states to set their own standards,
not to use national ones. Second, it has to make clear up front that the national tests are
based on the NAEP frameworks. Third, it has to make clear that state standards, NCTM
standards, and NAEP frameworks all have a substantial degree of overlap. As a result,
this action strategy is anchored in the policy decisions of responsible state officials and a
broad national consensus of what kids should learn in math; not just in what one national
organization has promoted.
Provide evidence of success. NSF has data from at least a number of SSI's and USI's
that these efforts have produced student achievement gains. There ought to be a few
examples of this throughout the report. Similarly, ED has success stories of standards-
based reforms in states such as Kentucky and Maryland. We will be far less vulnerable to
attack on the grounds that we are promoting some untried and untested approach ( and
walking away from the "tried and tested" back-to-basics approach) if there are some
stories about places that have put into place the kinds of standards we are envisioning
(and strategies for achieving them), and have seen measured improvements in student
achievement in math as a result.
One way to deal with all of this would be to expand the current "Need for Action" section
starting on page 1. They might want to consider relabeling it something like "A Time for
Action", with an outline along the following lines:
4th grade TIMSS data are positive--US kids do well on international comparisons (and,
at 4th grade, are presumably picking up the basics reasonably well) We can talk about the
basic skills in math being important..
--8th grade TIMSS S how disturbing results--overall US performance is low compared to
other countries. Our kids are being outperformed in more advanced math subject and
skills. There is lots of evidence from TIMSS that shows that teaching practices,
curriculum, textbooks, etc. are weak compared to countries that outperform us.
--Doing well in 8th grade math is really important (Pick up from brief report ED released
in the Fall)--we need to focus on improving middle school math performance
--We know a lot about what needs to be done -- higher standards and standards-based
reforms are critical (can draw on NSF and ED examples of success stories); TIMSS
findings point to areas we must focus on, etc.
-- Rigorous standards are essential--and there is strong overlap among state standards,
NCTM, NAEP (used for national test framework) and TIMSS over what kids should
know and be able to do. This reflects the collective judgement of state officials, math
experts and community, and expectations around the world
--National Tests will help by providing valuable information for parents, kids and
schools, etc
Now is time to act; this action strategy shows how federal goverment will help schools,
states/districts, etc.
4. A couple of editorial/political points to help sidestep unwarranted criticisms--it's always a
good idea to list parents at the front rather than the back end of a list of key players in education,
whether it is a list of who is being challenged to do what by this strategy, or who has to be
involved in improving education. Otherwise they look like an afterthought. Also, re: the PRIME
example from Pittsburgh (p.9): Instead of describing this as a model for "leveraging" local funds
(which sounds like we've made the district spend its own $ on something it otherwise wouldn't
have), could we describe it as a model for showing how, through a cost-sharing requirement, a
federal investment could help a local school district more effectively spend $6.7 million of its
own and other federal funds to improve math ?
JAN-08-1998 12:34
NSF-DIRECTORS OFFICE
703 306 0109 P.01/03
CONTIONAL
SCIENCE
OUNDATIO
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306-
Fax 703-306-0109
Date:
1/8/98
To:
Mike Cohen, Bill Kincard
Fax No.:
202-456-5581
From:
Judy Sunley
Pages:
(Including Cover Sheet)
Comments:
Dr. Lane has agreed that he would send
this litter , If you have no changes,
it can go as soon as you get back
to me, If you ful changes are necessare
non may mud to talk with him about
$ : 30 Please or call the 3:00 number above this if you afternoon. experience transmission Pudy problems.
JAN-08-1998 12:34
NSF-DIRECTORS OFFICE
703 306 0109 P.01/03
INFIONAL
SCIENCE
OUNDATION
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306-
Fax 703-306-0109
Date:
1/8/98
To:
Mike Cohen, Bill Kincard
Fax No.:
202-456-5581
From:
Judy Sunley
Pages:
(Including Cover Sheet)
Comments:
Dr. Lane has agreed that he would send
this litter If you have no changes,
to me, If you ful changes are necessare
it can go as soon as you get back
you may mud to talk with him about
2:30 Please or call the 3:00 number above this if you afternoon. experience transmission Rudy problems.
The White House
Domestic Policy Council
Old Executive Office Building, Room 220
Washington, DC 20502
Telephone Number: (202) 456-2857
FAX Number: (202) 456-7028
Alternate:
(202) 456-2216
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and cought some typos, too The most significant
commonls are starred I wanted you to have in hand
beDar, you called Judy in the a.m. let's Thom talk tomorrow.
Changes to Appendix 2 on the Voluntary National Tests
Replacement A:
The voluntary national tests for 4th grade reading and 8th grade math will help give parents and
teachers this information. These tests will be field tested in the spring of 1999 and administered in
the spring of 2000.
Replacement B:
The National Assessment Governing Board (NAGB), an independent bipartisan board, has been
authorized to make policy for and oversee the voluntary national tests as it currently does for
NAEP.
Insert C:
In addition, when parents, teachers and students receive test results, they will also learn which
questions the student got right and which ones were incorrect.
Insert D:
As part of this effort, every year the entire test (along with answers, scoring guides, and other
materials) will be released to the public and available on the Internet so that students, parents, and
teachers can know what is expected for students to reach standards of excellence.
National Tab
DRAFT
NOV 24 1997
The President
The White House
Washington, DC 20500
Dear Mr. President:
We are pleased to transmit the report of the Department of Education-National Science
Foundation joint working group on mathematics and science education.
In a March 6 Presidential Directive, you asked us to convene a working group to develop an
"action strategy" for using Federal resources to assist State and local school systems to prepare
students to meet challenging mathematics standards in the eighth grade and for involving the
mathematics, science, and technical communities in those efforts. You asked that the action
strategy include recommendations for using Federal resources to help States, local educational
agencies, and schools to improve teaching, upgrade curriculum, and integrate technology and
high-quality instructional materials into the classroom, and to motivate students and help them
understand how mathematics concepts are applied in the real world. You asked the working
group to review the current status of improvements in mathematics education and to identify and
address critical areas of need, drawing on research and input from educators and professional
organizations. Finally, you asked us to explore how Federal resources and partnerships with
other organizations can help improve student achievement in mathematics and science.
We believe that the enclosed action strategy meets those objectives in all respects. Consistent
with your Directive, and with the results of the Third International Mathematics and Science
Study (TIMSS), the strategy focuses most prominently on the improvement of middle-school
(grade 5-8) mathematics, but also addresses broader needs in all of elementary and secondary
mathematics and science education. More specifically, the strategy proposes a new Federal
effort focusing on middle school mathematics, with an extension to other areas of mathematics
and science in future years.
Also consistent with your Directive, the strategy focuses on three principal areas where Federal
investments can achieve maximum leverage and impact: upgrading teaching, improving
curriculum and instructional materials, and building public awareness and engagement. In each
of these areas, the strategy seeks to maximize the potential benefits obtainable through the
programs of our two agencies, that is, the competitive grant programs administered by NSF and
the formula and competitive grant programs of ED. It also acknowledges the potential
contributions of other Federal agencies to this effort.
The joint working group identified many areas where we can make progress with existing
resources and programs. In fact, the Department and the Foundation have now committed to
launching, in fiscal year 1998, a new set of planning grants for local reform and improvement of
middle-school mathematics instruction. These grants will, in particular, help middle schools that
enroll large concentrations of children from low-income families to use all relevant Federal,
State, and local resources in a way that produces meaningful gains in mathematics achievement.
In addition, our agencies have committed to launching a new public information and engagement
campaign during the current fiscal year.
While we will initiate these efforts this year, the potential for bringing about significant
improvements in the mathematics education of the Nation's 13.5 million middle school students,
and in elementary and secondary mathematics and science education more broadly, will depend
Smild
on the level of resources the Federal Government commits to this effort. In order to benefit a
significant number of schools, teachers, and students in the coming years, we have included
SIG UNT
with
additional funds for activities linked to the action strategy in our respective fiscal year 1999
Sring
2000,
budget requests to the Office of Management and Budget. Without these inereases, the impact of 160
product
our efforts will necessarily be limited; on the other hand, the additional funding, if we can obtain
it, should have a synergistic impact because our new activities should result in more effective use
of the more than $8.4 billion that the Federal Government now makes available to schools for
mathematics and science education and for broader purposes.
proposed
The
Thank you for providing the stimulus that has resulted in a closer working relationship between
activities
our agencies and in the new activities set forth in the action strategy. We are prepared to do
whatever it takes to bring the ideas in the strategy to fruition.
Yours sincerely,
he build townd the initial commistration of the
voluntary national lets in the spring of 2000,
DRAFT; 11/24/97
AN ACTION STRATEGY
FOR IMPROVING ACHIEVEMENT IN
MATHEMATICS AND SCIENCE
EXECUTIVE SUMMARY
On March 6, 1997, the President issued a memorandum (Appendix 1) directing the
Secretary of Education and the Director of the National Science Foundation to form an
interagency working group to develop an action strategy for using Federal resources to
assist States and local school systems in preparing students to meet challenging
mathematics standards in the eighth grade, and for involving the mathematical, scientific,
and technical communities in support of those efforts.
The Presidential directive specified that the action strategy include recommendations for the
use of Federal resources to help States, local school districts, and schools improve
teaching, upgrade curriculum, integrate technology and high-quality instructional materials
into the classroom, and motivate students to help them understand how mathematical
concepts are applied in today's global workplace. The directive called for the interagency
group to review the status of improvements in mathematics education and identify critical
needs, drawing on research and input from educators and professional organizations. In
addition, it called for the working group to review how Federal resources and partnerships
with other organizations can help improve student achievement in science.
The request was based, in part, on results of the Third International Science and
Mathematics Study (TIMSS), which demonstrated a clear need to focus on improving
mathematics achievement in grades 5-8. The President's proposed voluntary national test
in mathematics at grade 8 provided an additional stimulus. The action strategy targets
mathematics in grades 5-8, building on a strong foundation of activity underway across the
country to improve elementary and secondary mathematics and science education.
The action strategy:
Challenges the Department of Education and the National Science Foundation to work
together more closely and to partner with other Federal agencies and with State and
local educational agencies to strengthen the impact of Federal investments in
mathematics and science education.
Challenges State and local-level school superintendents, mathematics supervisors,
school boards, principals, and other educators to take a fresh, critical look at curricula,
instructional materials, and professional development strategies (and the use of Federal
resources in these areas) in light of TIMSS and other recent research results and to be
prepared, as needed, to reformulate current approaches so as to improve effectiveness.
Challenges the Nation's colleges and universities to develop rigorous new programs for
teacher preparation, stressing both subject matter expertise and pedagogical mastery.
These institutions will also need to take a far more active role in enhancing the skills
and knowledge of today's teachers, working closely with States, local school districts,
and schools in the process.
ES-1
DRAFT; 11/24/97
Challenges professional organizations in mathematics, science, engineering, and
technology to join with schools, parents, students, community organizations, and
business and industry in developing a strong network of local partnerships aimed at
raising student achievement.
Challenges U.S. families to provide strong support and encouragement for their
children to reach high standards of achievement in mathematics and science.
Based on the Federal role in improving achievement in K-12 education, the priorities of the
action strategy focus Federal investment on:
Assisting States, local school districts, and the Nation's colleges and universities to
provide the skills and knowledge that equip teachers in grades 5-8 to teach challenging
mathematics content in effective ways, with high expectations for their students;
Assisting States and local school districts to select and implement high-quality,
standards-based curricula and instructional materials, including making effective use of
educational technologies; and
Building public understanding of challenging mathematics in grades 5-8, and gaining
public support for raising student achievement toward high standards.
The bulk of the Federal resources for improvement in K-12 mathematics and science
education flows from the programs of the Department of Education and the National
Science Foundation. A coherent approach to strengthening the impact of Federal resources
used to improve mathematics achievement in grades 5-8 must begin with these programs.
Drawing on the resources of other Federal agencies in an effective manner can then follow.
The Department of Education and the National Science Foundation plan a set of joint
activities that are the synergy-producing elements of the action strategy. These activities
include:
Competitive planning grants to accelerate the strategic use of resources in improving
achievement in mathematics;
A National Convocation on middle school mathematics that will initiate an on-going
dialogue among all stakeholders;
stet
The Public Understanding and Engagement Mathematics Initiative, a mechanism to
involve the public more directly in mathematics education;
Coordinated research and informational activities; and
Systematic involvement of other agencies.
Other elements of the action strategy draw on the individual strengths of Federal agency
programs aimed at improving mathematics education.
The time is ripe for a concerted effort to improve the achievement of U.S. students in
mathematics and science. By focusing our immediate attention on improving performance
for middle school mathematics, we will be able to give local, State, and Federal educational
agencies a target for action that is substantive, timely, and sufficiently targeted that it is
reasonable to anticipate progress. As our effort to address this area of greatest concern gets
underway, we can develop models for future action across disciplines and grades.
ES-2
DRAFT; 11/24/97
But the action strategy must be only the beginning of the effort. The interagency
cooperation must continue and move to the substantive agenda of implementation. The
Department of Education and the National Science Foundation are committed to meeting the
challenge of continuing cooperation so that their programs work in concert. The two
agencies will develop appropriate mechanisms to kee Mother agencies and the professional
assist
scientists, mathematicians and engineers with whom they work actively involved in
improving achievement in mathematics and science education. Perhaps most importantly,
tobs
they willkeep the goal of raising the achievement of all American students in mathematics
and science at the forefront of their attention.
and
effectively
ultimalely, all partnes in this Pert must
Some longuage on P. 19
ES-3
Working DRAFT
11/5/97
AN ACTION STRATEGY
Results of tests administered in 1995 to
FOR IMPROVING
students in grades 4 and 8 are now available.
The fourth grade results show U.S. students
ACHIEVEMENT IN
above the international average in both
MATHEMATICS AND
SCIENCE
The Third International Mathematics and
Science Study (TIMSS)
I. INTRODUCTION
TIMSS is the largest and most ambitious of a
On March 6, 1997, the President issued a
series of international comparative studies of
memorandum (Appendix 1) directing the
educational achievement. The Department of
Secretary of Education and the Director of the
Education and the National Science Foundation
National Science Foundation to form an
sponsored the U.S. testing, conducted in 1995 at
interagency working group to develop an
grades 4, 8. and 12. and the subsequent analysis.
action strategy for using Federal resources to
assist States and local school systems in
TIMSS involved more than half a million students
preparing students to meet challenging
in 45 countries. 30,000 U.S. students took part.
mathematics standards in the eighth grade,
While the relative performance of U.S. students in
and for involving the mathematical. scientific,
comparison to students of other countries improved
and technical communities in support of those
over performance on similar international
efforts.
comparisons of earlier years, there were signs
Problem
problems. particularly at grade 8. U.S. students
The Presidential Directive
performed above average at grade 4 and below
average at grade 8 in mathematics, the only
The Presidential directive specified that the
country with such a pattern in either science or
action strategy include recommendations for
mathematics. Grade 12 results will be announced
the use of Federal resources to help States,
shortly.
local school districts, and schools improve
teaching, upgrade curriculum, integrate
While collecting achievement data in each
technology and high-quality instructional
participating country, TIMSS researchers also
materials into the classroom, and motivate
developed a wealth of information about teachers
students to help them understand how
and teaching, about curricula and instructional
mathematical concepts are applied in today's
materials, about classroom lessons and
global workplace. The directive called for the
interactions, and about student attitudes and habits
interagency group to review the status of
outside the classroom. For example, TIMSS
improvements in mathematics education and
results show that
identify critical needs, drawing on research
and input from educators and professional
US student performance increases more slowly
organizations. In addition, it called for the
between elementary and middle school years
working group to review how Federal
than in most other countries;
resources and partnerships with other
The U.S. curriculum is not as well focused on
organizations can help improve student
topics that would propel students toward more
achievement in science.
advanced levels of understanding as are
curricula in other countries;
The Need for Action
U.S. teachers work longer hours, have less
time during the day for preparing classes, and
The Third International Mathematics and
experience more disruption in their classrooms
Science Study
than do their counterparts in other countries.
The need for this effort to improve mathe-
Thus,the TIMSS results have become a source of
matics and science education in eighth grade
constructive motivation for mounting an action
was made clear by the Third International
strategy, taking the issue well beyond the simple
Mathematics and Science Study (TIMSS).
comparison of scores in international test taking.
1
Working DRAFT
11/5/97
science and mathematics. In science, U.S.
the end of eighth grade, as a very visible part
students were outperformed only by those in
of an ambitious, sustained drive for higher.
Korea. However, the eighth grade results
more challenging standards of learning for all
show lackluster performance by U.S.
students. The test will be based on the
students, with scores only a bit above the
framework of the National Assessment of
Fixed
international average in science, and below
Educational Progress (NAEP). It will be
the international average in mathematics.
available by the spring of 1999 Parents and
2000
teachers will receive an individual score for
TIMSS results for the fourth grade are much
each student who takes the test. That score
more positive than the results of similar
will be linked to national and international
international comparisons in the past. They
benchmarks. in order to provide additional
demonstrate that it is possible to make
context for parents, teachers and students.
,Alsoppendix note D
S
significant progress in international
For more information, see Appendix 2.
comparisons over time, and that U.S.
students can compete favorably with those of
The voluntary national test is only one
other nations in mathematics and science
element of the comprehensive effort needed
achievement. Our National Education Goals
to accomplish the objective of having all
proclaim our dedication to making U.S.
students achieve challenging national
students first in the world in mathematics and
standards for performance. This effort will
science achievement by the year 2000. In the
require many individuals students, parents,
early grades, we are making demonstrable
teachers, and community leaders -- working
progress toward that goal. These results
in concert with a common understanding of
clearly indicate that mathematics and science
what they want to see happen. The test, in
education in the middle school years should
combination with a national effort to boost
be an important focus for national efforts to
achievement, will provide a powerful lever to
help ensure that our students meet world-
amplify the effects of existing efforts at local,
class standards.
State, and national levels to improve student
achievement in mathematics and science.
Opportunities for the Future
Plan of Action: Place Immediate
Focus on Mathematics
Eighth grade is a critical point in mathematics
education. Achievement at that stage lays the
The TIMSS results show the need for an
foundation for students to take the advanced
immediate focus on mathematics education in
high school mathematics and science courses
grades 5-8, where the serious drop from
that are keys to college entrance and well-paid
above to below international norms threatens
jobs. Today, too many students enter high
achievement in both mathematics and science
school without this solid grounding in
at higher grade levels. The President's
mathematics and, unfortunately, they never
proposed.national-voluntaryltest in
gain it, closing doors to opportunities for the
mathematics in eighth grade provides a tool to
future. Often students and their families do
measure progress and also challenges us to
not even know that the doors are closing,
provide students with the mathematics in
leading to a mismatch between their
grades 5-8 that will enable them to perform
expectations for the future and their actions in
The National Council of Teachers
the present. This is particularly true for
of Mathematics (NCTM) has developed sets
students from disadvantaged backgrounds. It
of standards for content, teaching, and
is a factor in perpetuating inequities both in
assessment that provide a strong footing for
participation in advanced education and in
standards-based instruction.
connection
lifetime income.
The action strategy targets grades 5-8,
A Voluntary National Test in Mathematics
building on a strong foundation of activity
underway across the country to improve
The President has proposed a voluntary
elementary and secondary mathematics and
national test in mathematics, to be taken near
science education. It requires that these
2
Working DRAFT
11/5/97
activities continue. at all levels in both
Challenging standards for content of
mathematics and science, and lays the
curriculum. teaching, assessment. and
groundwork in both substance and process
student achievement:
for expanded activities in the future.
Instructional materials and technology of
high quality that incorporate these
challenging standards;
Raising Achievement for Disadvantaged
Students
Teachers with the pedagogical skills and
rigorous knowledge of mathematics and
Efforts to raise student achievement in mathematics
science needed to teach these subjects
and science must be particularly intensive in high-
effectively; and
poverty communities and schools. The National
Activities outside the classroom that
Assessment of Educational Progress (NAEP) in
reinforce the classroom experience by
mathematics shows that students from poor families
drawing on the support of parents, the
perform significantly less well than other students.
professional communities of
In 1996, the average score on the 500 point NAEP
mathematicians, scientists, and engineers,
scale was 252 for 8th graders who are eligible for free
business leaders, and the broader public.
and reduced price lunch as compared to 280 for
ineligible students. Students from poor families are
Thus, the action strategy:
also less likely to take algebra, geometry, and more
advanced courses in high school.
Challenges the Department of Education
and the National Science Foundation to
On July 25, 1997, fifteen urban school districts,
work together more closely and to partner
including the nation's three largest, pledged to
with other Federal agencies and with
participate in the voluntary national test. They sent a
State and local educational agencies to
clear signal that students in inner city schools can and
strengthen the impact of Federal
should be held to the same challenging standards that
investments in mathematics and science
are being set for all students throughout the nation.
education.
These communities recognize that setting high
standards is a prerequisite for improved teaching and
Challenges State and local level school
learning. Research and experience shows that
rictually
superintendents, mathematics
11
students can meet high standards, and that low
supervisors, school boards, principals
expectations lead to low achievement.
and other educators to take a fresh,
critical look at curricula, instructional
materials, and professional development
strategies (and the use of Federal
Challenges for All Parties
resources in these areas) in light of
TIMSS and other recent research results
The goal of the action strategy is for all
and to be prepared, as needed, to
American students to leave eighth grade
reformulate current approaches to
prepared to pursue the higher-level
improve effectiveness.
mathematics and science courses that are the
Challenges the nation's colleges and
gateway to college, productive employment,
universities to develop rigorous new
lifelong learning, and effective citizenship.
programs for teacher preparation,
Reaching this goal will require action in five
stressing both subject matter expertise
areas:
and pedagogical mastery. These
institutions will also need to take a far
High expectations, held by teachers,
more active role in enhancing the skills
school administrators, parents, and
and knowledge of today's teachers,
students themselves, for student
working closely with States, local school
performance in mathematics and science;
districts, and schools in the process.
3
Working DRAFT
11/5/97
Challenges professional organizations in
educators. business leaders, volunteers, and
mathematics, science, engineering and
concerned citizens from all walks of life -- to
technology to partner with schools,
that end.
parents, students. community
organizations, and business and industry
in developing a strong network of local
Priorities for Action
partnerships aimed at raising student
achievement.
Therefore, the priorities of this action strategy
will focus Federal investment on:
Challenges U.S. families to provide
strong support and encouragement for
their children to reach high standards of
Assisting States, local school districts,
achievement in mathematics and science.
and the nation's colleges and universities
to provide the skills and knowledge that
These challenges are focused on the
equip teachers in grades 5-8 to
immediate, urgent need to improve
teach challenging mathematics
mathematics education in grades 5-8. But be
content in effective ways, with high
fully effective, this effort must broaden to
expectations for their students;
include both mathematics and science in all
Assisting States and local school districts
grades once the immediate needs have been
to select and implement high-
addressed.
quality, standards-based curricula
and instructional materials,
including effective use of educational
II. PRIORITIES FOR ACTION
technologies: and
Building public understanding of
Consistent with the President's directive, this
challenging mathematics in grades 5-8,
action strategy identifies steps that Federal
and gaining public support for
agencies, along with their partners, can take
raising student achievement toward high
to help students reach challenging standards
standards.
in mathematics in grades 5-8 and to ensure
that Federal resources will effectively support
State and local reforms. It is based on the
Scope and Scale
efforts of the interagency working group,
which reviewed the current state of
In grades 5-8 there are approximately 13.5
mathematics education, consulted with other
million students taught by about 320,000
Federal agencies and with outside
teachers of mathematics. These students and
organizations, and reviewed Federal
teachers are distributed among 34,000
programs before identifying three priority
schools in close to 15,000 districts. Many of
areas for action. (See Appendices 3-6 for
these schools and districts are already actively
more detailed information.)
involved in setting high standards for
instruction and student achievement and are
The Federal Role
implementing plans to achieve them.
While education is a national priority, it is
The core of this action strategy is assisting all
primarily a State and local responsibility.
schools and districts to make more effective
The Federal role is to provide good
use of Federal resources in their efforts to
information, effective tools, and financial
address these(priorities with respect to
the above
support that will assist States and local
mathematics in grades 5-8. The Department
communities in ensuring that all of their
of Education and the National Science
students have the mathematical skills they
Foundation willprovide opportunities for
plan
to
need to succeed in the workplace as
districts to accelerate their progress toward
productive citizens. This includes promoting
improved achievement in this area through
effective partnerships that mobilize support
incentives for enhanced coordination,
from the community -- students, parents,
planning, and implementation. Districts that
4
Working DRAFT
11/5/97
serve large numbers of disadvantaged
III. ACTIONS TO STRENGTHEN
students will receive particular attention. The
THE IMPACT OF FEDERAL
number of districts, schools, teachers, and
RESOURCES
students served will depend largely on the
level of resources that can be devoted to the
The bulk of the Federal resources for
acceleration effort and the readiness of
improvement in K-12 mathematics and
districts to respond.
science education flows from the programs of
the Department of Education and the National
At the same time, an effort at public
Science Foundation. (See Appendix 3 for a
information and engagement(provides a
summary.) Developing a coherent approach
much-needed alternative mechanism to reach
to strengthening the impact of Federal
a broader base of students and their parents
resources used to improve mathematics
in a more timely fashion than can be
achievement in grades 5-8 begins with these
accomplished through these core activities.
programs. Drawing on the resources of other
The participating Federal agencies, with their
Federal agencies in an effective manner can
ties into the science, mathematics,
then follow.
engineering, and technology communities,
are well-positioned to encourage these
Current Federal Resources
communities to cooperate in spurring such an
effort.
In FY 1997, the National Science Foundation
invested $377 million in K-12 science and
Finally, it is not enough to address only
mathematics education, including investments
today's teachers and implementation of
in the undergraduate preparation of teachers.
instructional materials and technologies
The funds go largely to colleges and
available now. Approximately 30,000 new
universities, State and local educational
teachers of mathematics in grades 5-8 are
agencies, and nonprofit organizations. They
needed each year. At the same time,
are awarded through competitive review of
development of learning technologies is
proposals for funding of specific projects.
extremely rapid, and adaptation of curricula
Over the past few years, the Foundation has
to accommodate this pace is a continuing
placed a high priority on system-wide reform
concern. Addressing these issues is also an
of mathematics and science education. It
important part of the action strategy.
asks local and State educational agencies to
align resources of all types, including those
Progress in any one of the three priority
obtained through other Federal programs, to
areas -- teachers, instructional materials and
effect change. The Foundation highlights
technology, and public information and
specific areas of emphasis within broader
engagement will often depend on and
programming, establishes clear priorities for
demand improvement in others. For
funding within the criteria for selection of
instance, the introduction of high-quality
awards, and holds grantees accountable for
instructional materials will have little impact if
performance. Over the years, projects aimed
teachers are not trained to use those materials
specifically at mathematics in grades 5-8 have
effectively. The action plan must work on all
been comparatively scarce.
fronts in order to make progress toward
improved student achievement. The action
The Department of Education allocated
plan below first provides an orientation to
approximately $8 billion in FY 1997 through
existing resources and specific new joint
three major formula-driven programs (Goals
activities. The final sections are organized
2000; Eisenhower Professional Development
around the three priority areas.
State Grants; and Title I: Education for the
Disadvantaged) that include improved
achievement in mathematics and science
among their objectives. Goals 2000 aids
States and school districts to develop and
implement challenging academic standards
and upgrade teaching and learning in order to
5
Working DRAFT
11/5/97
reach the National Education Goals,
modest resources to improving K-12
including the goal of becoming first in the
education. Most offer staff and facilities,
world in mathematics and science. The
often on a volunteer basis, to support local
Eisenhower program places an explicit focus
schools and teachers. And all have
on science and mathematics. Of the $310
developed and are sharing supplementary
million appropriated for FY 1997, $250
instructional materials on their Web sites.
million was required to go to mathematics
and science.
Mathematics Education
The 1994 reauthorization of Title I placed
and the Department of Defense
new emphasis on helping disadvantaged
students meet the same challenging academic
Two agencies within the Department of Defense
standards expected of all children. States are
(DoD) offer complementary approaches to introducing
currently developing standards and standards
rigorous national standards in their educational
and assessments in reading and mathematics
activities.
consistent with that emphasis. The
Department of Education works actively with
States and school districts on identifying
improve
The DoD Education Activity (DoDEA) provides
education for military and civilian dependents overseas
actions that can be taken to achieve significant
(DoD Dependents Schools or DoDDS) and on some
the
change, provides information and examples,
military bases in the U.S. (DoD Domestic
and makes technical assistance available as
Elementary and Secondary Schools or DDESS).
needed.
DoDDS is essentially an autonomous school system
that has developed a mathematics curriculum based on
the NCTM standards, adopted standards-based
Title I Schoolwide Programs
instructional materials for use throughout all the
overseas schools, and is continually training teachers
The 1994 reauthorization of Title I gave the program
in these materials and strategies using teacher-leaders.
an entirely new purpose. namely, to teach
DDESS schools operate independently and cooperate
disadvantaged students to the same high standards to
with local education areas in addressing standards. As
which all other students are held. States are now in
the DoDEA structure solidifies, there will posystem-
is
the process of establishing assessment mechanisms to
wide commonality in curriculum, instructional
measure students' progress against such standards, in
materials, and student assessment aligned with the
at least reading and mathematics. In addition. the
NCTM standards.
reauthorization lowered the eligibility threshold for
Title I schoolwide programs. Schools with at least a
The National Security Agency established a
50 percent child poverty rate may now use their Title
Mathematics Education Partnership Program (MEPP)
I funds (along with other Federal, State, and local
in 1991. MEPP sponsors over a thousand talks per
funds) to make comprehensive improvements in the
year to schools and colleges through its Speakers
instructional program of the entire school, rather than
Bureau. It donates excess computers to classrooms,
providing discrete services to individual children.
sponsors seminars and inservice teacher training, and
This change gives those schools the flexibility, for
conducts extended summer workshops for teachers at
instance, to use Title I funds to upgrade the
all levels. These MEPP activities, including projects
mathematics curriculum for all students.
such as collaboration with the University Corporation
for Atmospheric Research's Project SkyMath, are all
informed by the NCTM Standards, which are an
explicit subject of study and reference at MEPP's
A dozen other departments and agencies
Summer Institutes for Teachers. For a description,
sponsor activities that relate to, and could
see www.nsa.gov.8080/programs/mepp.
promote, standards-based education that
improves students' mathematics and science
learning and overall academic performance.
In general, these agencies focus far more on
science than mathematics, and commit
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Strengthening the Impact of Federal
most fundamentally, within individual
Resources
schools. State and local educational agencies
can maximize the impact of Federal resources
Using Existing Programs
by choosing to use them in a coordinated,
concentrated way. Thus, the National
The first step in moving forward is to make
Science Foundation and the Department of
the most of existing programs aimed at
Education will champion State and local
improving student achievement through
educational agencies in the strategic use of all
standards-based education across all subject
types of Federal, State and local funds
areas and all grade levels. Such programs
toward improving mathematics achievement,
provide a fundamental level of information
offer examples of effective coordination in
and opportunity important for progress, but
the use of such funds, and provide incentives
currently have limited focus on mathematics
to initiate effective improvements. At the
in grades 5-8.
same time, they will work together to
encourage the nation's colleges and
Within those existing programs, the
universities to do a better job in educating
participating agencies will promote means of
future teachers for the work they will do in
emphasizing mathematics in grades 5-8. For
the schools and will combine with other
example, the competitive programs at the
agencies in a broad program of public
National Science Foundation can incorporate
information and engagement.
priorities for work in this area in selection
criteria, and the Department of Education can
enhance the level of technical assistance it
Pooling Resources to Enhance Student
provides to State and local educational
Achievement
agencies. Expanding the scale of such
existing
programs will also help, as will the
initiative
Kenton Elementary School in Portland Oregon, and
development of new programs in the
12 other schools in the region decided to place a high
individual agencies, but issues of scope and
priority on student achievement using Title I and
synergy remain.
other resources. During the 1995-96 school year, the
schools held full-day, weekly workshops on best
Creating Synergy
teaching practices as identified by the school
principals. The principals developed a regional Title I
The programs of the Department of Education
plan and, with the help of consultants, have all staff
and the National Science Foundation have
working together to implement it. Title I staff
different approaches and strengths. The
worked with regular classroom teachers on new
Department generally provides large-scale,
strategies, and Kenton staff agreed to use Title I
flexible support directly to State and/or local
benchmarks and assessments for all students.
educational agencies for improving teaching
and learning to high standards, coupling this
Kenton's curriculum emphasizes interactive writing
support with technical assistance. NSF's
and vocabulary development, and uses innovative
portfolio is much smaller in scale, is targeted
mathematics materials. Teachers use cooperative
at improving mathematics, science, and
learning and peer tutoring to help students grow
technology education, and is established
toward proficient and advanced levels, and students are
through competitive processes. To create
encouraged to analyze, evaluate, and interpret
synergy, this action strategy combines the
information. Kenton teachers regularly meet with
agencies' strengths, permitting those
small groups of students outside of class to give extra
involved with upgrading mathematics
help in mathematics, reading, or writing. Teachers
professional development and instruction
also train the school's many volunteers to support the
through major Department of Education
benchmarks while working with students.
programs to draw on NSF's competitive
Assessments indicate some success in the early years
programs to step up the pace of change.
of this effort to improve instruction. The percentage
of third-graders scoring in the advanced category in
The work of improving student achievement
mathematics increased from 15 percent to 35 percent.
must be done at the State and local level, and,
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New Joint Activities
Eisenhower, and State. urban and rural
systemic initiative activities.
The Department of Education and the
National Science Foundation plan a set of
Texas Statewide Systemic Initiative
joint activities that are the synergy-producing
elements of the action strategy. They will
The NSF-supported Texas Statewide Systemic
include the other participating agencies to the
Initiative (SSI) also operates the U.S. Department of
extent possible.
Education's Comprehensive Assistance Center for
Elementary and Secondary Act Programs in Texas,
Competitive planning grants to
bringing into one unit the state's leader: both in
accelerate strategic use of
science and mathematics education and in Title I
resources in improving
technical assistance. In the past two years, the SSI
achievement in mathematics.
has provided incentive grants and technical support in
integrating their Title I, Eisenhower, and professional
The Department and the Foundation
development activities in mathematics and science to
jointly will provide competitive planning
more than 100 Title I schools serving more than
grants to jump-start intensive, coherent
100,000 Title I students. In July, 1995, the SSI held
efforts to upgrade mathematics
an intensive summer institute designed to support
instruction that use Federal, State, and
Title I schools in (1) reconceptualizing the use of
local funds to sustain long-term
formula funds, (2) adopting standards-compatible
improvements and provide models for the
mathematics curricula, and (3) adopting effective
future. Funds may be used to initiate
schoolwide program models. As a result of the
planning and to contribute toward one-
SSI/Title I collaboration, state mathematics and
time costs of initiating a coherent set of
science leaders are now active members of school
activities. A principal target for the
support teams engaged in mentoring over 700 Texas
agencies' cooperative activities will be
Title I schools. At the same time, increasing
middle schools with schoolwide Title I
numbers of teachers in high poverty/high minority
programs and districts with many such
schools are being trained as SSI mathematics,
schools. This focus permits large
science, and technology specialists.
numbers of disadvantaged students to
benefit from the enhanced synergy of
Department and Foundation programs.
National Convocation on middle
school mathematics.
To support the joint effort, the
Department of Education will provide
The two agencies will sponsor a national
active encouragement and support.
convocation on middle school
opportunities to pool resources
mathematics to initiate a continuing
originating in the Department through
dialogue on what students need to know
waivers for consolidated programming,
and what this means for effective
and information and technical assistance,
classroom practice.
as appropriate. The National Science
Foundation will emphasize support for
development and implementation of State
Public Understanding and
and local strategies for improving
Engagement Mathematics
mathematics education in grades 5-8.
Initiative.
The Department and NSF will convene a
NSF and the Department will support a
national conference of key actors in
joint, multi-year effort to create a large-
determining how Federal resources are
scale, national public education effort that
used by States and local districts.
is coupled with extensive opportunities
Participants will include state and local
for active engagement of students,
leaders of Title I, Goals 2000,
parents, and the larger community in the
support of mathematics education.
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Coordinated research and
PRIME in Pittsburgh
informational activities.
The Pittsburgh Reform in Mathematics Education
The Department and NSF will undertake
(PRIME) project supports teachers in the classroom
a coordinated set of research and
implementation of standards-based mathematics
informational activities around
instruction and assessment in grades K-12 through the
mathematics in grades 5-8. These
use of exemplary materials. PRIME provides
activities include release of a TIMSS
teachers with a broad knowledge base in both the
resource kit that contains specific tools
mathematics content and the successful mathematics
for professional development, curriculum
pedagogy needed to implement the new materia
analysis, and achievement benchmarking;
successfully.
readministering TIMSS in the spring of
1999 to get updated information on our
Funded under National Science Foundation guidelines
international standing; a program of
as a project of Local Systemic Change through
research informing continued
Teacher Enhancement in Mathematics, PRIME
development of the eighth grade national
provides all 924 Pittsburgh public school teachers of
test over time; and a sustained agenda of
mathematics with a range of experiences that include
basic research in teaching and learning of
summer workshops; release-day professional
mathematics, including research on the
development workshops; and individualized. in-class
use of learning technologies.
support provided by demonstration teachers within
each school. Teachers of grades 6-12 receive 234
Systematic involvement of other
hours of professional development, and teachers of
agencies.
grades K-5 receive 102-132 hours. By equipping all
Pittsburgh mathematics teachers with the knowledge,
The Department and the Foundation will
skills, and support necessary for using exemplary
work systematically with other agencies
materials and assessment, PRIME is designed to
to enhance the impact of Federal
ensure that all students experience a coherent
resources by upgrading their activities to
mathematics program that is expected to yield high
reinforce a standards-based approach for
achievement at all levels.
mathematics in grades 5-8.
This four-year project, funded for over $ 3 million, is
Each of the specific items above will be
a model for its ability to leverage an additional $ 6.7
aimed at mathematics in grades 5-8, reflecting
million in cost-sharing from district funds and
the urgent need to raise achievement at this
commitments from Eisenhower and other Federal
stage of the educational process. However.
dollars.
the activities described above can also serve
as models for more effective approaches to
educational change in the broader arena of
mathematics and science education. The
working group strongly endorses the idea of
future efforts that would encompass
additional aspects of K-12 mathematics and
science education.
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IV. EQUIP TEACHERS TO TEACH
This action strategy addresses both the
CHALLENGING MATHEMATICS
professional development of teachers who are
already in the classroom and the preparation
In grades 5-8, students should begin to move
of new teachers. In order to assist current
from mastering the basics of arithmetic to
teachers, the strategy promotes sustained and
using arithmetic in complex problems and
intensive professional development activities
learning the foundations of geometry,
that are based on mastery of mathematical
algebra, probability, and statistics. Teachers
content and tied to high-quality instructional
must know substantial mathematics and have
materials and technology. Teacher
strong pedagogical skills if they are to be
preparation activities will aim at preparing
effective in helping their students make this
future teachers of grades 5-8 to teach
transition and meet high standards. Practices
effectively the challenging mathematics
in teacher education, licensure and
content geared to national standards of
certification, and in-service teacher
excellence.
enhancement do not always reflect these
needs.
The increased demand for high-quality
professional development generated by these
Over the next ten years, approximately
plans could, without action now, exceed the
2 million new teachers will enter the
capacity of those individuals and
workforce. It is essential that these future
organizations currently supplying it. Thus, an
teachers receive adequate preparation in
essential component of fully equipping
mathematics content and pedagogy and in the
teachers will be ensuring the presence of a
use of contemporary technological tools
sufficient cadre of individuals and institutions
before they enter the classroom. And many
skilled in providing professional
of the approximately 320,000 teachers who
development. This will require working
are already teaching mathematics in grades 5-
with the mathematics communities,
8 would benefit from upgrading their math
institutions of higher education, and other
content knowledge and teaching skills.
Federal agencies to help ensure the capacity
to respond effectively.
Quantitative Literacy Program for
Alabama K-12 Teachers
To address professional development
needs of current teachers, the National
The Quantitative Literacy Program for Alabama K-12
Science Foundation and the Department of
Teachers, a project administered by the University of
Education will:
Alabama and supported by the Eisenhower
Professional Development program, assists
Stimulate state and local educational
elementary and secondary teachers in implementing
agencies to implement comprehensive
the probability and statistics goals for grades K-12 as
programs of sustained, intensive, high-
outlined in the National Council of Teachers of
quality professional development for
Mathematics standards. The program's workshops
teachers of mathematics in grades 5-8.
teach quantitative concepts in the context of solving
The two agencies will make such efforts
meaningful problems, with content taught in
the cornerstone of their new competitive
reference to teaching strategies that participants use
planning grants, with emphasis on
when they return to their classrooms. The program
incorporating resources from Title I
includes a pre-workshop orientation, an intensive one-
schoolwide programs and on involving
week training workshop. and two follow-up sessions.
all teachers in target schools. They will
In the follow-up sessions, teachers describe how they
continue existing programs that provide
planned, taught, and assessed their own Quantitative
resources for districts to implement
Literacy units. They also present examples of their
professional development programs,
students' projects. The project is currently operating
incorporating priorities for activities
in 14 of the 67 counties of the State.
involving teachers of mathematics in
grades 5-8, where feasible.
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Initiate a short-term effort to strengthen
the pool of talented, committed
individuals able to provide exemplary
professional development for classroom
Improving Teaching Through Distance
teachers. The agencies will provide
Learning
opportunities for competitive support of
projects that will provide intensive
The Department of Education's Star Schools Program
training experiences for those who will
provides quality, cost-effective instruction through
lead future teacher training efforts.
distance education technologies to more than
1,640,000 learners annually in 50 states and US
territories. Although the program began with small
Support the creation of materials for
rural schools in 1988, it is now equally valuable to
professional development of teachers of
schools in large urban areas.
mathematics in grades 5-8 that are
grounded in the NCTM standards, tied to
The Star Schools: The Next Generation project of
newly emerging educational materials and
Oklahoma State University and Northern Arizona
technologies, and assist teachers to link
University delivers the "Getting Ready for Algebra"
mathematics to real-world skills and
program, which provides simultaneous student
applications.
instruction and teacher training to middle school
students and teachers. Its units are student-centered
Support wider opportunities for teachers
and activity-oriented and emphasize learning by
to help one another with content
discovery. They focus on the big ideas common to
knowledge and teaching skills through
arithmetic and algebra.
such activities as dissemination of
information about effective forms of
Similarly, the United Star Distance Learning
professional development and
Consortium project, led by Education Service Center-
encouraging the development of master
-Region 20 in San Antonio, Texas, offers the Algebra
teachers (including those recognized
and Geometry Applications for Teachers program,
through the Presidential Awards for
inservice training. The project models worthwhile
Excellence in Mathematics and Science
mathematical tasks and helps teachers improve their
Teaching and the National Board for
ability to develop these tasks. The focus of the
Professional Teaching Standards
project is on mathematical topics that illustrate
Certification), mathematics specialists,
connections to real-life problems and exciting
and teacher networks.
mathematics.
To promote improved preparation of
future mathematics teachers for
grades 5-8, the Department of Education
and the National Science Foundation will:
Provide incentives for appropriate
Prepare and disseminate widely a study
organizations to develop voluntary
on State licensure requirements, focusing
national standards for the preparation of
particularly on requirements for middle
teachers of mathematics.
school teachers of mathematics,
comparisons to other nations, and the
Support the development of materials for
impact of licensure requirements on the
preparation of K-8 mathematics teachers
knowledge of mathematical concepts that
that are grounded in the NCTM standards
teachers bring to their work in the
and tied to newly emerging instructional
classroom.
materials and educational technologies.
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Challenge the Nation's colleges and
Teacher Preparation in Louisiana
universities to step up to the needs for
preparing a new generation of teachers
What began as a movement to change the way
for the 21st century by encouraging,
mathematics is taught in grades K-8 in the Louisiana
supporting, and funding the development
State Systemic Initiative has grown into a program
of teacher preparation approaches that:
that addresses the way in which teachers are taught.
The NSF-funded Louisiana Collaborative for
-
more tightly link college departments
Excellence in the Preparation of Teachers is producing
of mathematics and schools of
future teachers who will transform teaching practice
education;
in the state.
-
include courses focusing on
developing the background concepts
In the first three years of the program, over 100
for the rigorous mathematical content
college faculty (both mathematics faculty and
that future teachers of mathematics in
education faculty) on 15 campuses across the state
grades 5-8 will teach;
have been involved in the project, 69 courses for
-
demonstrate effective classroom
future teachers have been revamped, and
practices; and
approximately 20,000 future teachers have been
-
involve local K-12 schools in the
affected.
design of teacher preparation
requirements.
The central principle is to incorporate in the education
of future teachers the new methods of teaching
mathematics that they will be expected to implement
in the classroom. Examples of these methods include
New Initiatives in Teacher Preparation
working in small groups on challenging problems
and using technology resources such as calculators or
the Internet.
President Clinton has proposed a $350 million
initiative to attract talented people of all backgrounds
into teaching at low-income schools across the U.S.,
and to improve dramatically the quality of training
and preparation given to our future teachers, with an
emphasis on mathematics and reading. Under the
initiative, new scholarships would help bring nearly
35,000 outstanding new teachers into high-poverty
schools in urban and rural areas over the next five
years. These scholarships could cover costs of
tuition, room, board. and other teacher preparation
expenses -- and could help fund additional preparation
during the first two years of teaching.
The initiative will also provide competitive five-year
grants to 10-15 national lighthouse models of
excellence -- institutions of higher education that
operate the highest quality teacher education
programs. Each institution receiving a lighthouse
grant will use most of these resources to assist
several other institutions of higher education improve
their teacher preparation programs, helping to
strengthen the preparation of future teachers at
an estimated 150 institutions of higher education
across the nation.
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V. IMPLEMENT CURRICULA.
supplementary materials is more likely to be
INSTRUCTIONAL MATERIALS,
made at the school level. Speeding the
AND EDUCATIONAL
transition to more appropriate instructional
TECHNOLOGIES IN CLASSROOMS
materials, while tying in professional
development for teachers, will have a
The TIMSS results showed that the content
significant impact on student achievement.
of curricula and instructional materials used
in U.S. classrooms in the middle school
Open CESAME!
years in 1995 differed from those in high
performing countries in significant ways.
Northeastern University's Center for the Enhancement of
The content taught in most U.S. eighth-grade
Science and Mathematics Education (CESAME). through
its Statewide Implementation Program (SIP),
mathematics classrooms would be found in
demonstrates how school districts can successfully
the seventh grade in high-performing nations.
implement challenging standards-based instructional
Our low expectations for student performance
materials. Through a contractual agreement, the project
are also shown by the fact that only about 25
provides districts in Massachusetts with multi-year
percent of U.S. eighth grade students are
funding, technical assistance, professional development
enrolled in algebra courses, while in high-
guided by curriculum developers. and linkages to
performing nations virtually all students have
statewide reform efforts. SIP also conducts research to
the opportunity to master the foundations of
determine the most effective model for disseminating
algebra and geometry by the end of eighth
such materials. Throughout. SIP works to make districts
grade.
accountable by collecting data and continually focusing
on achieving a sustained, high-quality materials
implementation.
In addition, TIMSS noted that middle school
mathematics materials covered more topics
Funded by the National Science Foundation's Teacher
and were less focused in the U.S. than in
Enhancement program. SIP provides expertise in
leading countries. For example, typical
implementing high quality materials to any
American eighth grade mathematics textbooks
Massachusetts district engaged in mathematics and
in 1995 covered as many as 35 major topics
science reform. and leads one of the five regional centers
compared to as few as 10 such topics in
of the Massachusetts Statewide Systemic Initiative (SSI).
Japanese textbooks, leaving little time for
This five-year project. funded for over $4.4 million. has
teaching for student mastery and depth of
leveraged an additional $3.8 million in cost-sharing
understanding.
from district funds. Northeastern University, and the
Noyce Foundation.
New, comprehensive mathematics
instructional materials, linked with high
To assist schools, districts, and States in
standards for mathematical content and
choosing and implementing effective
curricula and instructional materials for
pedagogy and aligned with the NCTM
standards, are now emerging from
mathematics in grades 5-8, the National
development and reaching the market. These
Science Foundation and the Department of
Education will:
materials provide a range of different
approaches to classroom instruction, while
focusing on 15 or fewer topics per year.
Encourage and support coordinated
efforts aimed at:
Supplementary materials can permit teachers
-
purchasing new instructional
to tailor instruction to particular classrooms,
materials geared to rigorous
facilitating the transition to new curricula.
standards;
They can be particularly helpful in taking
-
providing high quality professional
advantage of new and emerging learning
development connected to
technologies and in providing examples from
implementation of new materials; and
real life for new concepts.
-
employment of highly skilled
mathematics specialists who are
Selection of comprehensive curricular
prepared to teach the new materials
materials usually takes place at the district or
and guide others in their
even the State level, whereas the choice of
implementation.
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Eisenhower Regional Consortia for Science
Each of these. for example. would be
and Mathematics Education
eligible for use of Title I funds, and could
be part of the coordinated plans described
The mission of the ten Eisenhower Regional
in applications for the planning grants
Consortia is to provide a field-based national
discussed above.
infrastructure for systemic improvement of science
and mathematics education. Projects provide
Develop and disseminate guides to help
information on curriculum, assessment, and teaching
interested schools and school districts
practice; conduct workshops and training; and serve as
select instructional materials and software
advisors to the field.
most appropriate for their local needs and
undertake the necessary steps to effective
One example of the work of the consortia is the 1996
implementation. This effort will include
publication by the WestED consortium of Tales
reviews of instructional materials and
From the Electronic Frontier. This is a collection of
software designated by experts as
ten teachers' narratives regarding their use of the
promising or exemplary.
Internet to enhance science and mathematics
instruction and create opportunities for their own
Provide technical assistance for schools
professional growth. The accounts describe using
and school districts in putting new
this resource for project-based learning, for making
mathematics instructional materials to
abstract scientific principles more concrete, and for
work in the classroom. NSF-supported
promoting deeper understanding. Each story provides
curriculum implementation sites dedicated
information on related resources and programs, and
concludes with a section of questions and issues to
to mathematics materials for grades 5-8
will work with broader technical
stimulate further thought and discussion.
assistance providers, including the
Department's Eisenhower Regional
"Hoop Happenings" is the tale of a mathematics
Consortia and National Clearinghouse, as
communication project between students at the Drexel
needed.
Hill School in Philadelphia, Pennsylvania, and senior
education majors at Iowa State University. During
their teaching methods class for elementary
Provide teachers and other educators with
mathematics, each student at Iowa State is paired with
information on how they might use
a group of students at the elementary school in
assessment in planning instructional
Philadelphia with whom she interacts (via e-mail)
improvement strategies. These materials
over a math problem she defines each week. The
will include information on how best to
interactive discussion provides the education majors
use results from the voluntary national
with insight into children's thinking; for the children
mathematics test -- to interpret them to
the project strengthens their abilities to solve
students and parents, place them in
problems and to discuss their problem solving
appropriate context, and improve
approaches.
mathematics instruction.
Tales can be found on WestED's WWW site at
http://www.wested.org/tales.
Seed research and development of
powerful models for integrating
technology into classroom practice and
Continue competitive support for the
informal learning environments. This
development of supplementary materials,
will include support for critical expansion
with new priority for efforts aimed at
and evaluation efforts preceding
mathematics in grades 5-8, to assist
commercialization of these models. K-8
schools and districts in making the
mathematics will be a high priority in the
transition to standards-based
near term.
comprehensive materials.
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While several other Federal agencies have
Each of these efforts could make new types
long worked to support educational
of materials and capabilities possible in the
improvement efforts, in the past, few other
future. Activities that enable students to
agencies have contributed to the development
achieve to high standards play an important
of standards-based instructional materials in
role in all these Federal activities.
mathematics and science. This is changing,
and there are significant contributions that
other agencies can make in this area,
NASA's Mission Mathematics
consistent with their primary missions. The
development of supplementary materials with
The recent production of "Mission Mathematics" by
mission-oriented situations that generate real-
NASA demonstrates how an agency can base its
life problems and the delivery of such
educational work on national standards. These three
materials through technology are key
volumes of problems and activities are the
potential contributions.
descendants of NASA's first mathematics curriculum
supplement, "Space Mathematics: A Resource for
Agencies will work in cooperation with
Teachers," published in 1972. That popular title was
NASA and NCTM to develop standards-
updated repeatedly over the years. "Mission
based materials along the lines of
Mathematics," however, is totally revamped to accord
NASA's "Mission Mathematics." These
with national standards. Indeed, the subtitle is now
materials illustrate the use of mathematics
"Linking Aerospace and the NCTM Standards." The
in engaging, real world examples related
three volumes are divided into K-6, 5-8, and 9-12, and
to the agency mission.
the contents of each are keyed not only to NCTM's
curriculum standards. but also to those for teaching
The Department of Education is chairing
and for student assessment. Examples of activities
a Federal Government-wide working
include calculating orbits, collecting and analyzing
group that has already begun to promote
specimens, and planning for spaceflight needs.
and develop -- and make it easier for
teachers and others to find -- high-quality
This linking to standards was accomplished by
educational materials, including
making "Mission Mathematics" a joint project of
instructional units and related materials,
NASA and NCTM. Writing teams included teachers,
for use on the Internet. This group's role
supervisor and university professors working in
is to take the rich informational resources
consultation with NASA representatives. Their drafts
of organizations such as the Census
were field-tested by classroom teachers and reviewed
Bureau or the U.S. Geological Survey,
by NCTM's Educational Materials Committee. The
and make them easier for teachers and
results are attractive and modestly priced. with
others to find and use. The first priority
publicity, marketing. and distribution through
will be to identify materials that support
NCTM's established network.
teaching of challenging mathematics.
The Departments of Defense and
Education and the National Science
Foundation are leading an interagency
review of Federal activities related to
research in learning technologies in order
to establish effective practices for their
use.
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VI. BUILDING PUBLIC
Saturday Schools Provide Tutoring Boost
UNDERSTANDING AND SUPPORT.
The George B. Thomas Sr. Learning Academy Inc.
All American students should leave eighth
(known as Saturday School), with modest support
grade prepared to pursue the higher-level
from the National Science Foundation, has provided
mathematics and science courses that are the
free tutoring and mentoring to minority students in
gateway to college, good citizenship,
Montgomery County (MD) for nearly 11 years.
productive employment, and lifelong
Spearheaded by members of the Mu Nu chapter of the
learning. In realizing this vision, it is
Omega Psi Phi fraternity, the program began in a
essential that educators, parents, and students
public housing community's day-care center, but is
themselves understand what high standards
now located at Sherwood High School (Olney, MD)
in mathematics look like and why they are
and Springbrook High School (Silver Spring, MD).
important. This outcome requires activities
and information that reinforce the classroom
About 180 students and 100 tutors--engincers,
experience and convey the importance of
mathematicians and others (including high school
mathematics achievement. Such activities
students fulfilling Maryland's community service
should draw on the support of parents, the
graduation requirement)--are registered at the centers;
professional community of mathematicians,
there is often a waiting list of pupils because there
scientists, and engineers, business, and the
aren't enough tutors. Saturday School views itself as
broader public.
a partner with the students' schools; principals refer
students to the program and teachers advise tutors on
This section of the action strategy includes
where students need help. Montgomery County
two complementary elements. The first
Public Schools contributes classrooms, supplies, and
consists of efforts to make high standards
training for tutors and parents. The sessions last 2 or
fully and clearly understood. If parents and
more hours; tutors work with students on a wide
students and teachers don't know where they
range of mathematical topics and help students
should be headed -- what they agree students
prepare for the Scholastic Assessment Test. Parental
should know and be able to do -- it is hard to
participation is required; about one-fifth of the parents
pull together to get there. Schools must have
tutor, with the remainder providing support and
a clear sense of what they are doing and be
assistance in other ways.
able to communicate effectively with parents
as well as work to invite active parental
participation.
The Department of Education, the National
Science Foundation, and other Federal
The second element builds on the first
agencies will foster the partnerships by
through partnerships that bring together the
promoting a national dialogue on improving
many groups that can contribute to helping
mathematics, acting as a clearinghouse for
students achieve high standards in
information and proven approaches to action,
mathematics. These partnerships will elevate
helping partners to develop exemplary
the importance of mathematics achievement
materials that can be used in their State and
and provide clear avenues through which
local efforts, and mobilizing staff and
interested members of the mathematics,
resources to support local partnership efforts.
science, engineering, business and education
Effective partnerships must build upon and
communities, as well as parents and
complement what goes on in the schools.
interested citizens, can contribute to efforts to
Thus, teachers and school administrators
raise mathematics achievement.
must be vital participants, either formally or
informally.
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In order to support these strategies. the
Develop printed and Internet-based
Department of Education and the National
supporting materials as guides for
Science Foundation have taken the initial
volunteers; and
steps to move forward on the Public
Understanding and Engagement
Mathematics Initiative, an activity
Encourage highly visible local and
designed iv create a large-scale, national
national events and activities that engage
public education effort that is coupled with
the community.
extensive opportunities for active engagement
of students, parents, and the larger
In other activities designed to build public
community in the support of mathematics
understanding, the Department and the
education.
Foundation will:
Collectively, the projects selected through
Sponsor a national convocation on middle
this initiative will:
school mathematics to initiate a
continuing dialogue on:
Use simple and compelling messages to
Pamiliarize
tell the public (what middle school
with
-
what we should expect our students
students should know and be able to do
to be able to achieve in mathematics
in mathematics, illustrating the points
by eighth grade and beyond;
through sample problems and student
-
exemplary practices in professional
work;
development, curricula, instructional
materials, and technologies; and
-
opportunities for parental involvement
Emphasize important mathematics and
and community support to help
interesting problems that engage both
students meet high expectations.
middle school students and the public:
Seed the continuing national dialogue by
Illustrate the relevance of achievement in
providing a wide variety of sample items
challenging mathematics to success in
illustrating the level of expectations set in
college and a wide range of careers;
State and national standards, examples of
student work, and information on
curricula, instructional methods and
Create well-designed products that will
technologies that support high standards.
engage the public in doing mathematics;
Create an easy-to-use mathematics Web
Target a variety of media through a plan
site providing information on national
for disseminating the products;
standards; standards-based instructional
units for teachers; information on the
Support active partnerships to engage
national test, including sample problems
parents and the community, including
and examples of student solutions; and all
those with professional organizations,
the other materials developed or identified
scholarly societies, and the business
as part of this action strategy.
sector;
Mobilize adult volunteers to assist
students in a variety of settings (for
example, summer, after-school, and
weekend programs; contests);
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Additional partnership activities will take
VII. CONCLUSION
advantage of connections the Department and
the Foundation maintain in the course of their
The time is ripe for a concerted effort to
on-going work. The agencies will:
improve the achievement of U.S. students in
mathematics and science. Recent results
Facilitate the connection of national
from international testing have raised the
organizations having interests in helping
consciousness of the American public about
to raise levels of achievement in
the importance of establishing and meeting
mathematics and science (for example.
high standards in mathematics and science.
professional societies of mathematicians,
As the test results have made clear, too many
scientists, and engineers) with State, local
of our schools are failing to provide the
and community-based organizations
instructional experiences that will enable our
having simular purposes.
students to achieve at the levels we should
expect from them.
Develop systematic mechanisms for the
By focusing our immediate attention on
headquarters and field offices of relevant
improving performance for middle school
Federal agencies to participate in the
mathematics, we will be able to give local,
partnerships.
State, and Federal educational agencies a
target for action that is substantive, timely,
and sufficiently constrained that it is
The Department of Energy's STEM
reasonable to anticipate progress. As well as
Initiative
addressing an area of current concern, we can
develop models for future action across
DOE plays an important role in science education due
disciplines and grades.
especially to its premier national laboratories, which
have a history of staff working in cooperation with
The interagency cooperation stimulated by the
the Nation's education system and other agencies. By
effort to produce this action strategy should
opening DOE's laboratories to students and teachers.
have a lasting impact on the effectiveness of
agency staff offer hands-on research opportunities and
Federal programs and activities that support
technical support for developing Internet and other
improving achievement in mathematics and
technical tools to enhance educational experiences.
science education. In addition to bringing the
The Department is in the process of creating a
two agencies with the most extensive
National Energy Laboratory Research Participation
programming in this area together, the effort
Program that will coordinate such activities across all
spurred further contact with other potential
DOE laboratories.
Federal partners, both those that have a
tradition of strong presence in mathematics
Among the Department's goals for science,
and science education and those that are new
technology, engineering and mathematics education.
to such efforts.
two are particularly relevant to this action strategy:
Develop Internet based education technologies for
The effort has been particularly timely in
elementary through college students and faculty;
view of the growing interest among
and
mathematicians, scientists and engineers in
Enhance DOE's community outreach activities
helping K-12 schools to improve the
for education at its R&D facilities and sites.
performance of their students in mathematics
and science. The Department of Education,
DOE strongly supports the revitalization of
with its links to State and local education
educational activities consistent with its energy and
agencies and community groups, and the
defense missions. An effort is underway to coordinate
Federal science and technology agencies,
the use of DOE resources in promoting the public's
with their ties to mathematicians, scientists,
understanding of science and ensuring a diverse
and engineers and their national professional
workforce for the Nation's science and technology
organizations, can help make important
infrastructure.
connections to spur the development of
effective partnerships.
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But the action strategy is only the beginning
A New Federal Education Partnership
of the effort. The interagency cooperation
Program
must continue and move to the substantive
at the Department of Transportation
agenda of implementation. The Department
of Education and the National Science
Magnetic levitation trains, highways that provide
Foundation are committed to meeting the
constant updates on trattic conditions ahead and
challenge of continuing cooperation so that
geopositioning satellites that enable travelers to
their programs work in concert. They will
determine where they are anywhere on earth at any
enable the development of appropriate
time: these are transportation "dreams" well on their
mechanisms to keep other agencies and the
way to becoming realities. Such dreams can lead to
professional scientists, mathematicians and
highly-paid jobs for those with the appropriate skills.
engineers with whom they work actively
Too many students, iii-prepared for such jobs. must
involved in improving achievement in
leave the dreaming to others.
mathematics and science education. Perhaps
most importantly, they will keep the goal of
Through the new Garrett A. Morgan Technology and
raising the achievement of all American
Transportation Futures Program, the Department of
students in mathematics and science at the
Transportation (DOT) will stimulate public-private
forefront of their attention.
partnerships to help students and their families
Suggested
understand the importance of mathematics and science
yes
3
for future careers and to make math and science
relevant and exciting for students inside and outside
wits
the classroom. Such partnerships will encompass
interagency collaboration, government-industry
cooperation and community involvement. Sample
some P. longrage.
activities include:
With the Department of Education and its
business and community partners, encouraging
the transportation community to participate in
the America Goes Back to School program, to
build support for mathematics, science, and
technology achievement.
Helping to change public perceptions about the
importance of studying mathematics and science
by creating awareness of the wide variety of
exciting jobs in transportation that require those
skills.
Building upon DOT's 300+ adopted schools to
provide mentors, tutors, career information, and
other forms of support for math literacy;
Encouraging staff to support student mathematics
achievement in their local communities, by
supporting summer, after-school and weekend
activities that help students learn or by serving as
"telementors," helping students with homework
over the Internet.
Bringing together private sector sponsorships and
expertise and nationally recognized teachers to
develop exciting materials with a transportation
focus for teaching mathematics, science, and
technology.
19
APPENDIX 1
PRESIDENTIAL DIRECTIVE
March 6, 1997
MEMORANDUM: FOR THE:
SECRETARY OF EDUCATION
DIRECTOR OF THE NATIONAL SCIENCE FOUNDATION
SUBJECT: Preparing Students to Meet National Standards of Excellence in Eighth Grade
Math and Improving Math and Science Education
Since the early 1980's, U.S. elementary and secondary school students have begun taking
tougher courses, and we are starting to see the results. National Assessment of Educational
Progress scores have improved in math and science, with gains in mathematics equal to at
least one grade level. On the SAT, average math scores are at their highest in 25 years,
even as the number and diversity of test-takers have increased. However, the eighth-grade
results of the 41-Nation Third International Math and Science Study (TIMSS), released this
fall, show that the U.S. is below average in math and just above average in science. That
isn't acceptable; in this technology-rich information era, our students need to perform much
better in both subjects, but especially in math, if they are to excel at higher level math and
science courses that are the gateway to college and to citizenship, productive employment,
and lifelong learning.
The first step in raising achievement is lifting expectations and setting high standards for
what students should know and be able to do. TIMSS, our National Assessment of
Educational Progress, and the standards developed by the National Council of Teachers of
Mathematics give us a solid framework to build on. Last month, to help parents and
teachers learn who needs help, what changes in teaching to make, and which schools need
to improve, I asked the Secretary of Education to develop a voluntary national test for
individual eighth-grade students based on widely-accepted, challenging national standards
in mathematics. The national test will be available to states and local school districts to give
to their students in the spring of 1999, and will measure whether students have reached a
high level of mathematics proficiency.
The primary responsibility for achieving high standards rests with students, teachers,
parents, and schools in local communities across America. However, it is imperative that
we work to ensure that federal resources support student success as well. We must ensure
that federal programs, research, and human resources are used as effectively as possible to
help improve teaching and learning.
Therefore, I direct the Department of Education and the National Science Foundation,
together with other agencies identified in cooperation with the Office of Science and
Technology Policy and the Domestic Policy Council, to develop an action strategy for
using key federal resources to assist states and local school systems prepare students to
meet challenging math standards in eighth grade, and for involving the mathematics,
scientific, and technical communities in support of these efforts.
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The action strategy should include recommendations for the use of federal resources to help
states. local school districts and schools to improve teaching, upgrade curriculum. integrate
technology and high-quality instructional materials into the classroom. as well as motivate
students and help them understand how math concepts are applied in the real world. The
strategy should identify significant federal programs, activities, and partnerships available
to improve teaching and learning, ensure that these resources are appropriately focused on
helping students reach challenging math standards, and determine how these resources can
best support state and local reforms. In developing this strategy, the inter-agency group
should review the current status of improvements in math education, and identify and
address critical areas of need. drawing on research and input from educators and
professional organizations.
Because teaching and learning in math and science are so integrally related, and because
success in both subjects is vitally important in this information era, the working group
should also review how federal resources and partnerships with other organizations can
help improve student achievement in science.
The working group should make its recommendations and submit its action strategy to me
within 90 days.
WILLIAM J. CLINTON
cc:
ASSISTANT TO THE PRESIDENT FOR DOMESTIC POLICY
ASSISTANT TO THE PRESIDENT AND DIRECTOR OF THE OFFICE OF
SCIENCE AND TECHNOLOGY POLICY
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Nole S H Nolgules severcher inportant charges re; NA6B
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APPENDIX 2
charge
Voluntary National Tests in Reading and Math:
A Strategy to Master the Basics and Reach High Standards
Clear standards of achievement are essential to help instill the skills, American values, and
encouragement for hard work that our children need to succeed in school and in life.
Toward that end, meaningful standards for what students should be expected to learn and
achieve in the basic subjects of reading and mathematics are critical. Reading well by grade
4 and mastering mathematics
cluding the foundations of algebra and geometry by
grade 8 are the gateways for further learning and achievement.
Parents need to know that students have mastered the basics no matter where they live or
move in this country. And they have the right to know how well their children are doing
compared with students in other schools, states, and countries. To help give parents this
information, the U.S. Department of Education is offering every state and school district
replace w/
the opportunity to use voluntary national tests of 4th grade reading and 8th grade
mathematics, beginning in 1999. WOO
These rigorous tests will provide parents, for the first time, scores for individual students,
measured against widely accepted national and international standards of excellence. They
will give states, local communities, teachers and parents the kind of accurate information
they need to help students master basic and advanced skills and strengthen academic
performance. Most importantly, they can galvanize a national effort to improve the odds
for students and help ensure that all students master reading and math.
content
The tests will be modeled on the National Assessment of Educational Progress (NAEP) in
4th grade reading and 8th grade mathematics, and in the case of mathematics will be linked
to the Third International Math and Science Study. The NAEP standards reflect a national
consensus of what students should know and be able to do when they reach these crucial
stages of learning.
The current NAEP is designed to assess how well a sample of students across the entire
nation and individual states perform in reading and mathematics. A very small percentage
of students participate in NAEP, and no parents know how their own children do on this
test. In contrast, the voluntary national tests will provide students, parents, and teachers
Insert
with meaningful scores to compare individual student performance to widely accepted
national and international standards and to identify students and schools that need extra
help.
These standard measures of excellence will help parents hold schools accountable for
improved performance, help teachers and principals improve curriculum and instruction,
and give students a guide for charting their own progress.
replace
The Department of Education recently submitted proposed legislation to Congress that
would have the National Assessment Governing Board (NAGB) develop the tests. NAGB
is a bipartisan, independent board created by Congress to oversee the NAEP. NAGB is
expected to seek guidance in test development from a wide range of sources, including the
most successful mathematics and reading teachers, parents, governors, and local and state
education, civic and business leaders. Individual test scores will not be collected by the
federal government; state and local school districts will decide how to use the data. Each
test will require approximately 90 minutes of total testing time. States and school districts
can administer the tests as part of their local testing programs.
Insurt
A
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APPENDIX 3
THE INTERAGENCY WORKING GROUP
In response to the memorandum from the President, the Department of Education and the
National Science Foundation formed an interagency working group comprised of staff
experienced in the areas under review. Officials of the Office of Science and Technology
Policy, the Domestic Policy Council, and the Office of Management and Budget provided
oversight.
Consistent with the directive, the interagency group immediately began a review of current
Federal efforts in mathematics and science education with particular attention to
mathematics education in kindergarten through eighth-grade. (See Appendix 4 for a
summary of relevant programs in the two agencies.) In addition, as the memorandum
instructed, the interagency group drew on research and input from educators and
professional organizations, by reaching out to the broader mathematics and education
community for advice and guidance. (See Appendix 5 for a summary of these outreach
efforts, including a list of organizations with which the working group consulted.) The
interagency group also consulted with appropriate staff in other agencies that have, or are
interested in establishing, activities in elementary and secondary-level mathematics or
science education. (See Appendix 6 for a list of the agencies consulted and a summary of
their input.)
Early in its deliberations, the working group recognized the importance of developing an
appropriate focus for the action strategy. Based on the results of the Third International
Mathematics and Science Study (TIMSS) and the desire that students have proper
preparation for the President's proposed national voluntary test in mathematics, the group
concluded that in the near term, the action strategy should focus on mathematics in the
middle grades (5-8). Thus, while the action strategy is designed to improve achievement in
science and mathematics at all grade levels, it addresses that goal by concentrating on
improving achievement in middle school mathematics first. To be fully effective in
achieving the long term goals, this effort must broaden to include mathematics and science
in all grades once the immediate concerns for mathematics in grades 5-8 have been
addressed.
Participants in the Interagency Process
Secretary Richard Riley of the Department of Education and Neal Lane, Director of the
National Science Foundation convened the interagency working group. Their acting
deputies, Marshall Smith and Joseph Bordogna, respectively, provided guidance through
regular interaction with the working group, as did Luther Williams, Assistant Director for
Education and Human Resources at the National Science Foundation.
Several members of the staff of the Executive Office of the President were instrumental in
the work of the interagency group, including: Michael Cohen, Domestic Policy Council;
Clifford Gabriel, Office of Science and Technology Policy; Mary Cassell and Anne
Tenney, Office of Management and Budget; and Daniel Goroff, Office of Science and
Technology Policy. William Kincaid of the Domestic Policy Council and Daryl Chubin of
the Office of Science and Technology Policy were particularly important to developing the
action strategy and to keeping the working group on track.
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Members of the Working Group
Co-Chairs
Thomas M. Corwin
Judith Sunley
Director, Division of Elementary,
Assistant to the Director for
Secondary, and Vocationai Analysis
Science Policy and Planning
Budget Service
National Science Foundation
Department of Education
Committee Members
Carol Chelemer
Diane Spresser
Office of Educational Research and
Program Director, Teacher Enhancement
Improvement
(Mathematics)
Department of Education
National Science Foundation
Margaret Cozzens
Robert Stonehill
Director
Director, State and Local Services Division
Division of Elementary, Secondary, and
Office of Educational Research and
Informal Education
Improvement
National Science Foundation
Department of Education
Eric Hamilton
Larry Suter
Program Director,
Acting Director, Division of Research,
Educational System Reform
Evaluation, and Communication
National Science Foundation
National Science Foundation
Christine Jackson
Judy Wurtzel
Senior Program Officer, Eisenhower
Director of the Mathematics Initiative
Professional Development Program
Office of the Acting Deputy Secretary
Department of Education
Department of Education
(replaced Clare Banwart 4/97)
Deborah Spitz
Program Analyst
Office of the Undersecretary
Department of Education
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APPENDIX 4
RELEVANT ACTIVITIES OF THE DEPARTMENT OF EDUCATION AND
THE NATIONAL SCIENCE FOUNDATION
DEPARTMENT OF EDUCATIO
The Department of Education provides flexible support, technical assistance, and research-
based materials to assist state and local education agencies in improving teaching and
learning. This year, the Department has identified seven national priorities that will guide its
activities building on President Clinton's Call-to-Action(over the next four years. The first
for
three focus on specific results that all students should achieve: reading independently by the
American
end of third grade; mastering challenging mathematics (including the foundations of algebra
and geometry) by the end of eighth grade; and being prepared for and able to afford college
Education
by 18 years of age. The remaining four priorities address key strategies to enable students
to achieve these goals: challenging standards and accountability for every school; a
talented, dedicated, and well-prepared teacher in every classroom; Internet access in every
classroom with technologically literate students; and strong, safe, and drug-free schools.
The following programs provide valuable support to States and schools in their efforts to
reach the goal of providing high-quality education in mathematics for all students.
Flexible Support to States, Communities, and Schools to Improve Teaching
and Learning:
The Title I Education for the Disadvantaged program is the Federal Government's
largest program that supports elementary and secondary education, with current funding of
almost $7.2 billion for grants to local educational agencies. Title I provides funds to help
low-achieving children, particularly those in high poverty schools, learn to high standards.
Title I can give disadvantaged children the benefit of, for example, more individualized and
accelerated instruction, extended-day programs, and learning laboratories in mathematics,
science, and computers. Mathematics has always been a major focus of the Title I program:
according to the most recent data, 48 percent of 9 million participating children receive
some instruction in mathematics.
The 1994 reauthorization of Title I emphasizes holding students participating in Title I to
the same high standard as all students. By the 1997 - 1998 school year, all States must
adopt challenging standards in reading and mathematics. By 2001, States must implement
high-quality assessment systems aligned to the standards to assess the performance of Title
I schools in relation to State standards.
Schools that serve an area in which the percentage of children living in poverty exceeds 50
percent may use their Title I funds, in combination with other Federal, State, and local
funds, to upgrade the school's entire instructional program. These programs are called
"school-wide programs." Other schools use the money to help those children most in need
of supplementary services. In addition, the Title I statute emphasizes the professional
development of educators; every local educational agency participating in the Title I
program must provide high-quality professional development, geared to challenging State
standards, to improve teaching of academic subjects.
Goals 2000: Educate America Act currently funded at $476 million, is the primary
Federal program supporting standards-based state education improvement. All 50 States
now participate. Goals 2000 provides flexible funding to the States to enable them to
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develop and implement their own strategies for achieving the National Education Goals
(including the goal of becoming first in the world in mathematics and science). With
funding from the program. States are establishing challenging academic standards with
which they are aligning their student assessment programs, teacher preparation and
licensure requirements, parental and community involvement, and other aspects of their
education systems.
Professional development is also an important component of Goals 2000. Program funds
allow States to make competitive subgrants for activities to improve pre-service teacher
education and support intensive, sustained professional development for educators and
other school personnel. Many States and school districts are also using Goals 2000 funds
to support effective use of educational technology.
Professional Development in Mathematics and Science:
Eisenhower Professional Development State Grants, currently funded at $310
million, support a wide array of professional development activities in the core academic
subjects. By statute, at least $250 million of the Eisenhower funds must be spent on
professional development in mathematics and science. The strengths of the program are its
reach -- funds flow to States and school districts by formula, and the vast majority of local
educational agencies participate -- and the flexibility it provides to State and local
administrators to carry out program activities that meet particular State and local needs. The
1994 program reauthorization established requirements that the program fund only
professional development that is tied to challenging State content standards and is of
sufficient intensity and duration to have a positive and lasting impact on teachers'
classroom performance. In fiscal year 1998, the program should reach almost 350,000
educators.
The Eisenhower Professional Development Federal Activities program supports
an array of national professional development initiatives. The Eisenhower program
supports the National Board for Professional Teaching Standards (NBPTS), which
establishes national standards of excellence in teaching and recognizes teachers attaining
these standards through a rigorous assessment process. The Department has requested
increased funding to enable 105,000 teachers to become board certified by the year 2006 on
average, one for every elementary and secondary school in the nation. The Department's
proposed budget would also speed the development of certification frameworks and
assessments so that by 2002, certificates for 25 teaching fields will be available.
Eisenhower also supports nine state-wide projects across the nation that are working on
improving preservice education, licensure requirements and the experience of teachers
during their first three years of teaching.
The Telecommunications Demonstration Project (PBS Mathline) uses the
professional teaching standards of the National Council of Teachers of Mathematics
(NCTM) as the basis for its year-long professional development program called the
Elementary School Mathematics Project. This project, which complements Mathline's
already-successful Middle School Mathematics Project, allows teachers to learn at times
and locations they find convenient. It uses a series of 20 videos, each accompanied by a
guide that includes lesson plans, ideas for extending the lesson, additional resources, and
discussion topics relating the video content to the NCTM standards. Teachers also
participate in a year-long, online learning community of 25-30 fellow teachers, with an
accomplished practicing teacher serving as mentor and facilitator. Over the course of three
years, PBS Mathline has provided more than 4000 teachers of K-8 mathematics in 36 states
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with in-depth. standards-based training and has been recognized by the NCTM as an
effective professional development program.
Technical Assistance and Information Sharing:
The Eisenhower Mathematics and Science Regional Consortia provide
professional support to help teachers teach to high standards. The ten Regional Consortia
have three primary objectives: 1) to collaborate and form coalitions with other organizations
involved in mathematics and science education improvement; 2) to provide technical
assistance and facilitate the use of technology as a tool for instruction and professional
development; and 3) to identify and disseminate materials on exemplary instruction in
mathematics and science.
The Eisenhower National Clearinghouse for Mathematics and Science
Education (ENC), funded under Eisenhower Federal Activities, collects a wide range of
materials in mathematics and science and makes them available on-line and on CD-ROM.
As of September 1996, which concluded its fourth year of operation, ENC had collected a
total of 7,055 records and was in the process of identifying over 4,500 more. Between
October of 1995 and June of 1996, the Clearinghouse reported over three million "hits" to
its Web site. ENC Online (www.enc.org) has been recognized as an exemplary Internet
site by Classroom Connect, Syllabus Magazine, Geometry Forum, Education Index, and
Multimedia Schools. ENC also works with the Regional Consortia to create demonstration
sites throughout the country, where educators can interact with the latest technological
developments.
Information is also disseminated through the Educational Resources Information
Center (ERIC), a national system of specialized clearinghouses that maintain and provide
access to the world's largest electronic database of education-related materials.
Research, Statistics, and Assessment:
The National Research Center on Achievement in School Mathematics and
Science is housed at the Wisconsin Center for Education Research at the University of
Wisconsin. The Center is a collaboration with the Technical Education Research Center
(TERC), Vanderbilt University/Peabody College, the University of Pittsburgh, and the
University of Massachusetts-Dartmouth. The Center's mission is to create and validate a
set of principles for designing classrooms that promote student understanding in
mathematics and science.
Data relating to education are collected, analyzed, and reported by the National Center
for Education Statistics (NCES). In collaboration with the National Science
Foundation, NCES is currently reporting the results of the Third International Mathematics
and Science Study (TIMSS), and providing follow-up information on those results. Other
NCES studies collect detailed, reliable information on the conditions of schools, teachers,
and students throughout the nation. The National Assessment of Educational Progress
(NAEP) measures the progress of the nation's students in core subjects, including
mathematics and science.
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NATIONAL SCIENCE FOUNDATION
Since its inception in 1950, the National Science Foundation (NSF) has served the Nation
by investing in research and education in science. mathematics. technology, and
engineering. NSF's goals for education and training require attention to needs at every
level of schooling and access to quality science, mathematics, engineering, and technology
educational opportunities for all members of society.
PreK-12 Systemic Reform
Systemic refers to fundamental, comprehensive, and coordinated changes made in science,
mathematics, technology, and engineering education through attendant changes in policy,
financing, governance, management, content, instruction, and assessment. Systemic
reform occurs when all essential features of institutions and systems are engaged and
operating in concert; when policy is aligned with a clear set of goals and standards; and
when the improvements and innovations become an intrinsic part of the ongoing
educational system for all participants and are incorporated in budgets.
PreK-12 systemic reform is supported through NSF state, urban, local, and rural systemic
initiatives. The implementation of high-quality, standards-based instructional materials,
assessment systems, and professional development are keys to success of all initiatives.
Essential components to the immediate and long-term sustainability of the reform activities
include: (1) development and administration of coherent policies and legislation to support
science and mathematics education; convergence of resources to support a single, unitary
program; (2) promotion of effective partnerships with the private sector and higher
education institutions; (3) achievement of support from the community, parents in
particular; collection, interpretation and effective use of data, including student
achievement; and (4) cohesive, coherent strategic planning to ensure the improvement of all
students' achievement. Since 1996, the systemic initiatives have begun to make the
transition from building an infrastructure to supporting science and mathematics education
reform to the classroom implementation of standards-based curricula, instruction, and
assessment. Extensive leveraging of funds from business, industry and other federal
agencies occurs in all systemic initiatives, in some case as much as 4 to 1 with NSF
dollars.
The Statewide Systemic Initiative (SSI) Program has supported a total of 25 states and the
Commonwealth of Puerto Rico to establish comprehensive changes in mathematics and
science education through the implementation of K-12 standards-based instructional
programs, professional development, and assessment systems; new policies; and effective
partnerships. A total of 20 eligible cities with the largest numbers of school-age children
living in poverty have been funded under the Urban Systemic Initiative Program (USI). A
total of four rural, economically disadvantaged regions are implementing programs to
promote high-quality science, mathematics, and technology education through the Rural
Systemic Initiatives (RSI). RSI programs have focused on the implementation of
instruction through the use of advanced telecommunications networking and distance
delivery of quality programs and professional development.
Building Blocks of System Reform:
Systemic reform is built on a foundation of quality instructional materials, initial education
and professional development of teachers in both content and pedagogy, new strategies for
the assessment of student learning, a diverse teacher population, and appropriate use of
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technology. Thus a major focus of activities and budget at NSF is assuring that these
building blocks are available and in place.
Teacher Education: Teachers must have a high level of content knowledge and
pedagogical skills and be prepared to utilize the most effective instructional materials,
assessment strategies, and educational technologies. Teacher education includes both
preservice and inservice education.
Over 40,000 teachers in 1,930 schools, reaching over 1.3 million students annually,
participate in intensive professional development activities through the Local Systemic
Change (LSC) Initiatives. Teachers of mathematics or science receive a minimum of
100 hours of professional development (for K-8 teachers) or 130 hours (for teachers in
grades 7-12) and receive ongoing support through the academic year. They implement
quality standards-based instructional materials and reform the mathematics and science
programs in their schools as a whole. Extensive leveraging of Title 1, Eisenhower, district,
and industry funds occurs in at least an amount equivalent to the NSF award in each LSC
project. In addition to the Local Systemic Change projects, the Teacher Enhancement
Program supports leadership projects that train teachers and other professionals to
deliver quality professional development. NSF supports the enhancement of approximately
60,000 teachers annually, of whom, at this time, fewer than half are teachers of
mathematics. Only about 10,000 are middle school teachers of mathematics.
Comprehensive Partnerships for Mathematics and Science Achievement
projects provide students and teachers with standards-based curriculum reform for K-12,
teacher enhancement, strategic use of resources, student enrichment activities, and summer
research experiences and related activities. Approximately 5,000 teachers are affected
annually.
The NSF Collaboratives for Excellence in Teacher Preparation (CETP) support
efforts to achieve comprehensive change in the undergraduate education of future teachers
and to increase the quality and number of teachers in science and mathematics. All of the
activities are characterized by strong collaboration between discipline-based faculty in
schools of science/engineering and faculty from schools of education. Participating
institutions of higher education vary from tribal colleges to major research institutions.
CETP projects will affect 78,000 future teachers in 110 participating institutions over a five
year period, and approximately 30% of the CETP collective effort is focused on future
teachers of K-12 mathematics.
Instructional Materials: Instructional and assessment materials influence what
students are taught and how teachers and faculty teach. An innovative, comprehensive,
and diverse portfolio of instructional materials and assessment tools that implement
standards-based reform in mathematics, the natural and social sciences, engineering, and
technology education are required for preK-12 education. These materials must be of
sufficient quality to be widely adopted and used in schools nationally.
The development of sixteen sets of comprehensive standards-based mathematics
instructional materials for K-12 students was begun in 1990, These materials were
completed and became available for use beginning in 1996. A report describing the success
of these materials in field test sites was released by the University of Chicago, The Success
of Standards-Based Mathematics Curricula for all Students, a Preliminary Report in FY
1996. Extensive evaluation data of student achievement in the field testing of these new
materials demonstrates improved performance for students using them.
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Assessment: NSF supported research and development in assessment of student
learning during the mid-1990's through 20 projects. Each of these projects has come to
completion. The tools they developed and the increased understanding of student learning
that resulted are now being used by schools throughout the country. The Balanced
Assessment in Mathematics Project was among the projects funded to develop assessment
tools for middle school mathematics. The tools and test items the project generated have
become the central component of the New Standards Mathematics assessments now used in
numerous schools throughout the country. NSF continues T fund new assessment
projects.
Technology: Research efforts in technology are developing new methodology and
pedagogy for improving the achievement of students in science and mathematics, especially
those who have not been well served by the education system. The new methodologies
will make use of advances in technologies such as visualization and simulation that build on
different learning styles among students. Funded projects successfully create new forms of
visualization of scientific and mathematical concepts. NSF has supported more than 20
projects that successfully create new forms of visualization such as graphics, and
simulations. Full and sustainable integration of technology into the fabric of the
educational system is required for these to have wide impact on education systems.
Informal Science Education: The Informal Science Education sector reaches out to all
segments oppopulation to engage them in self-directed learning in the areas of science,
mathematics, and technology. Because, over a lifetime, people spend more hours learning
out of school than they do in school, a strong informal science education program is critical
in the comprehensive education of our citizens. Members of the public who participate in
informal science education learn about the process of science and scientific thinking; are
motivated to participate in science and mathematics activities; are aware of the relevance of
science, mathematics, and technology in their everyday lives; and increase their knowledge
about specific topics and about scientists and careers in the sciences.
Support is provided for informal learning science, mathematics, and technology projects
designed to reach large numbers of the general public through television and radio series;
public films on the process and substance of science and mathematics; exhibits or other
educational activities at science and natural history museums, science-technology centers,
aquaria, nature centers, botanical gardens, arboreta, zoological parks, and libraries; and
educational programs and activities at community and youth centers.
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APPENDIX 5
CONSULTATION WITH EXTERNAL ORGANIZATIONS
In the course of developing this action strategy, the interagency working group solicited
input from a wide range of interested organizations. The mathematics and mathematics
education communities in particular are well organized to respond to the President's
challenge. The working group met with two umbrella organizations that provided access to
many sources of input from these communities: the Mathematical Sciences Education
Board (MSEB) of the National Research Council (NRC) and the Conference Board of the
Mathematical Sciences (CBMS), Each organization includes stakeholder representatives
ranging from school teachers to university mathematicians and from educational researchers
to those in industry using mathematics on a daily basis. Their recommendations to the
working group are summarized below.
In addition, both the National Science Foundation and the Department of Education
consulted with a wide range of potential stakeholders, including informal discussion with
winners of the Presidential Award for Excellence in Mathematics and Science Teaching,
meetings with the Eisenhower Regional Consortia. meetings of advisory committees, and
meetings of professional organizations of teachers, principals, superintendents,
mathematicians, scientists, and engineers.
While the working group focused its information gathering on strategies to support
improving achievement toward high standards in mathematics, many of the individuals and
organizations that provided input were keenly interested in the nature of the voluntary
national test. Thus, the discussions with these groups included the exchange of information
about the test of mathematics in eighth grade as well as about the working group's
objectives. This interest in the test is reflected in the recommendations made. The
to themont meansing
working group was reminded, both implicitly and explicitly, that the voluntary national test
is only a means to an end. Therend must be kept in sight, both in test development and in
the strategies the working group might develop to improve achievement
That
In addition to meeting with these groups, the working group asked MSEB for a letter report
addressing the issues raised in the President's Directive. MSEB offered three overarching
recommendations:
1. Construct and sustain a Federal effort that brings together, in a coherent framework
for decision-making, the various National Science Foundation and U.S.
Department of Education programs that will significantly influence K-8 mathematics
education.
2. Devise a long-term plan (8-10 years, offset from political cycles) of interactive
development involving test redesign and strategy adjustment, with ongoing
monitoring and oversight.
3. Invest in a sustained agenda of basic research to better understand what
mathematical thinking is, how to foster it through curricular choices and
instructional practice, and how to support teachers in doing so.
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Within the framework of the President's Directive, all groups emphasized the importance of
teacher education (both initial preparation and subsequent professional development), with
both MSEB and CBMS highlighting this area in their written input. CBMS and MSEB
emphasized the need for establishing certification programs for middle school teachers in
mathematics. They cited the importance of an enhanced role for higher education in
preparing teachers and in providing support for teachers through on-going professional
development.
MSEB and CBMS also pointed to the emergence of new and innovative middle school
mathematics curricula. They urged that the action strategy include ways to publicize,
promote, and provide adoption guidance concerning model programs. They also agreed
that technologies ranging from the Web to calculators have potential to help improve
mathematics education. However, MSEB noted the importance of technical support for use
of technology in the classroom and of equity issues in the use of that technology.
The outside groups also recognized the value of a public information campaign that can, in
the words of the MSEB letter report, highlight "the importance of mathematics in
applications, the beauty of mathematics as a field, and the role of mathematics as a gateway
to careers and to higher education." Several of the mathematics and mathematics education
organizations stand ready to assist in the development of such a campaign. MSEB
recommends that public information efforts address coordination of the national test with
associated action strategies.
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APPENDIX 6
FEDERAL AGENCY ACTIVITIES THAT SUPPORT
K-12 MATHEMATICS EDUCATION
The Department of Education (ED) and the National Science Foundation (NSF) have
principal responsibility, among the Federal agencies, for K-12 education and for science
and mathematics, respectively. However, a dozen other departments and agencies sponsor
activities that relate to, and could promote, standards-based education that improves
students' mathematics and science learning and overall academic performance.
Executive Order 12821 of November 16, 1992, instructs those Federal departments and
agencies with scientific missions, employees, or laboratories to "assist in the mathematics
and science education of our Nation's students, teachers, parents, and the public by
establishing programs at their agency to provide for training elementary and secondary
school teachers to improve their knowledge of mathematics and science." Many agencies
had such programs in place even before this Order was issued. On April 17, 1996, it was
superseded by Executive Order 12999 on Educational Technology, which "streamlines the
transfer of excess and surplus Federal computer equipment to our nation's classrooms and
encourages Federal employees to volunteer their time and expertise to assist teachers and to
connect classrooms." The Eisenhower National Clearinghouse catalogues current
programs in its "Guidebook of Federal Resources for K-12 Mathematics and Science" (see
www.enc.org/reform/guidebk)
The working group met with designated representatives from 11 agencies (the Departments
of Agriculture, Commerce, Defense, Energy, Interior, Transportation, and Veterans
Affairs, EPA, NASA, NIH, and the Smithsonian) to discuss relevant programs and
activities sponsored by their agencies. In general, the agencies focus far more on science
than mathematics, and commit modest resources to improving K-12 education. Most offer
staff and facilities, often on a volunteer basis, to support local schools and teachers. And
all have developed and are sharing supplementary instructional materials on their Web sites.
Some examples of works in progress can be cited. For more extended, specific examples,
see sidebars in the report.
NASA has completely revamped its educational programs to reflect the development of
the National Council of Teachers of Mathematics' (NCTM) standards for mathematics
and the more recent standards for science developed through the National Research
Council (NRC). The agency has developed supplementary instructional materials in
conjunction with NCTM that provide sample problems based on space-related
examples.
The Department of Defense schools have redesigned curriculum and teacher
professional development to incorporate standards-based approaches. Other parts of
DoD have outreach programs that stress the importance of mathematics to national
security.
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The Department of Energy, NIH. and USDA are conducting an inventory of their
activities, identifying their impacts and exploring opportunities to expand. Among
ideas that warrant further consideration are virtual teacher training based at DOE's
Lawrence Berkeley Lab in partnership with the University of California system;
USDA's 4-H Clubs as an after-school, weekend, and summer vehicle for promoting
math skills; EPA's use of the training-of-trainer model for teacher development in
environmental education; and NIH's middle-school curriculum supplements, to be
developed among three Institutes and the NRC.
The Department of Transportation is about to embark on an extensive effort to improve
K-12 education in mathematics and science, including participation of staff as
volunteers. The Smithsonian Institution has both formal and informal ties into schools.
Other agencies are ready to play an appropriate role in improving K-12 education, and
are looking for guidance on how best to proceed.
We must learn more quickly and more systematically about approaches and innovations that
support students and teachers of mathematics both in and outside of schools, taking into
account high standards like those of the NCTM and the NRC to reference, guide,
coordinate, and set priorities among the many educational programs managed by Federal
agencies. Continued coordination among all of the agencies involved in the working
group's deliberations, and others that might be brought in over time, can set the stage for
more effective use of Federal resources. The Department of Education and the National
Science Foundation will work to ensure such coordination in the future.
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OF MASS EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE DEPUTY SECRETARY
LATED STATES of AMERICA
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Our mission is 10 ensure equal access to education and to promote educational excellence throughout the Nation.
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OP
DOLLATON
SCIENCE
AMERICA
8
FOUNDATION
U.S. Department of Education
National Science Foundation
Washington, DC
Arlington, VA
The President
The White House
Washington, DC 20500
Dear Mr. President:
We are pleased to transmit the report of the U.S. Department of Education-National Science
Foundation joint working group on mathematics and science education.
As you know, since the early 1980's, U.S. elementary and secondary school students have begun
taking tougher courses, and we are starting to see the results. National Assessment of
Educational Progress scores have improved in math and science, with gains in mathematics equal
to at least one grade level. On the SAT, average math scores are at their highest in 25 years, even
as the number and diversity of test-takers have increased. However, the eighth-grade results of
the 41-Nation Third International Math and Science Study (TIMSS) show that the U.S. is below
average in mathematics and just above average in science. That isn't acceptable; in this
technology-rich information era, our students need to perform much better in both subjects, but
especially in mathematics, if they are to excel at higher level mathematics and science courses
that are the gateway to college and to citizenship, productive employment, and lifelong learning.
Because mathematics and science provide many of the underpinnings necessary for students and
society to navigate this ever changing technological and information age, in a March 6
Presidential Directive, you asked us to convene a working group to develop an "action strategy"
for using Federal resources to assist State and local school systems to prepare students to meet
challenging mathematics standards in the eighth grade and for involving the mathematics,
science, and technical communities in those efforts. You asked that the action strategy include
recommendations for using Federal resources to help States, local educational agencies, and
schools to improve teaching, upgrade curriculum, and integrate technology and high-quality
instructional materials into the classroom, and to motivate students and help them understand
how mathematics concepts are applied in the real world. You asked the working group to review
the current status of improvements in mathematics education and to identify and address critical
areas of need, drawing on research and input from educators and professional organizations.
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Page 2
Finally, you asked us to explore how Federal resources and partnerships with other organizations
can help improve student achievement in mathematics and science.
We believe that the enclosed action strategy meets those objectives in all respects. Consistent
with your Directive, and with the results of the Third International Mathematics and Science
Study (TIMSS), the strategy focuses most prominently on the improvement of middle-school
(grade 5-8) mathematics, but also addresses broader needs in all of elementary and secondary
mathematics and science education. More specifically, the strategy proposes a new Federal
effort focusing on middle school mathematics, with an extension to other areas of mathematics
and science in future years.
Also consistent with your Directive, the strategy focuses on three principal areas where Federal
investments can achieve maximum leverage and impact: upgrading teaching, improving
curriculum and instructional materials, and building parent and public awareness and
engagement. In each of these areas, the strategy seeks to maximize the potential benefits
obtainable through the programs of our two agencies, that is, the competitive grant programs
administered by NSF and the formula and competitive grant programs of the Department of
Education. It also acknowledges the potential contributions of other Federal agencies to this
effort.
The joint working group identified many areas where we can make progress with existing
resources and programs. In fact, the Department and the Foundation have now committed to
launching, in fiscal year 1998, a new set of planning grants for local reform and improvement of
middle-school mathematics instruction. These grants will, in particular, help middle schools that
enroll large concentrations of children from low-income families to use all relevant Federal,
State, and local resources in a way that produces meaningful gains in mathematics achievement.
In addition, our agencies have committed to launching a new public information and engagement
campaign during the current fiscal year.
While we will initiate these efforts this year, the potential for bringing about significant
improvements in the mathematics education of the Nation's 13.5 million middle school students,
and in elementary and secondary mathematics and science education more broadly, will depend
on the level of resources the Federal Government commits to this effort. In order to benefit a
significant number of schools, teachers, and students in the coming years, we have included
additional funds for activities linked to the action strategy in our respective fiscal year 1999
budget requests to the Office of Management and Budget. Without these increases, the impact of
our efforts will necessarily be limited; on the other hand, the additional funding, if we can obtain
it, should have a synergistic impact because our new activities should result in more effective use
of the existing investments that the Federal Government now makes available to schools for
mathematics and science education and for related education purposes.
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Page 3
Thank you for providing the stimulus that has resulted in a closer working relationship between
our agencies and in the new activities set forth in the action strategy. We are prepared to do our
part to bring the ideas in the strategy to fruition.
Yours sincerely,
real Lane
Richard Riley
Neal Lane
Secretary of Education
Director, National Science Foundation
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AN ACTION STRATEGY
FOR IMPROVING ACHIEVEMENT IN
MATHEMATICS AND SCIENCE
EXECUTIVE SUMMARY
A solid foundation in mathematics and science is increasingly necessary to navigate this
changing technological and information age. To address this important concern, on
March 6, 1997, the President issued a memorandum (Appendix 1) directing the Secretary
of Education and the Director of the National Science Foundation to form an interagency
working group to develop an action strategy for using Federal resources to assist States and
local school systems in preparing students to meet challenging mathematics standards in the
eighth grade, and for involving the mathematical, scientific, and technical communities in
support of those efforts.
The Presidential directive specified that the action strategy include recommendations for the
use of Federal resources to help States, local school districts, and schools improve
teaching, upgrade curriculum, integrate technology and high-quality instructional materials
into the classroom, and motivate students to help them understand how mathematical
concepts are applied in today's global workplace. The directive called for the interagency
group to review the status of improvements in mathematics education and identify critical
needs, drawing on research and input from educators and professional organizations. In
addition, it called for the working group to review how Federal resources and partnerships
with other organizations can help improve student achievement in science.
The request was based, in part, on results of the Third International Science and
Mathematics Study (TIMSS), which demonstrated a clear need to focus on improving
mathematics achievement in grades 5-8. American students scored above the international
average at the fourth grade, but fell to below the international average at eighth grade. The
President's proposed voluntary national test in mathematics at grade 8 provided an
additional stimulus. The action strategy targets mathematics in grades 5-8, building on a
strong foundation of activity underway across the country to improve elementary and
secondary mathematics and science education.
The action strategy:
Challenges the Department of Education and the National Science Foundation to work
together more closely and to build partnerships with other Federal agencies and with
State and local educational agencies to strengthen the impact of Federal investments in
mathematics and science education.
Challenges State and local-level school superintendents, mathematics supervisors,
school boards, principals, teachers and other educators to take a fresh, critical look at
curricula, instructional materials, and professional development strategies (and the use
of Federal resources in these areas) in light of TIMSS and other recent research results
and to be prepared, as needed, to reformulate current approaches so as to improve
effectiveness.
Challenges the Nation's colleges and universities to develop rigorous new programs for
teacher preparation, stressing both subject matter expertise and pedagogical mastery.
These institutions will also need to take a far more active role in enhancing the skills
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and knowledge of the teachers of today and tomorrow, working closely with States,
local school districts, and schools in the process.
Challenges professional organizations in mathematics, science, engineering, and
technology to join with teachers, schools, colleges, parents, students, community
organizations, and business and industry in developing a strong network of local
partnerships aimed at raising student achievement.
Challenges U.S. families to provide strong support and encouragement for their
children to reach high standards of achievement in mathematics and science.
Based on the Federal role in improving achievement in K-12 education, the priorities of the
action strategy focus Federal investment on:
Assisting States, local school districts, and the Nation's colleges and universities to
provide the skills and knowledge that equip teachers in grades 5-8 to teach challenging
mathematics content in effective ways, with high expectations for their students;
Assisting States and local school districts to select and implement high-quality,
standards-based curricula and instructional materials, including making effective use of
educational technologies; and
Building public understanding of the need for challenging mathematics in grades 5-8,
and gaining public support for raising student achievement toward high standards.
The bulk of the Federal resources for improvement in K-12 mathematics and science
education flows from the programs of the Department of Education and the National
Science Foundation. A coherent approach to strengthening the impact of Federal resources
used to improve mathematics achievement in grades 5-8 must begin with these programs.
Drawing on the resources of other Federal agencies in an effective manner can then follow.
The Department of Education and the National Science Foundation plan a set of joint
activities that are the synergy-producing elements of the action strategy. These activities
include:
Competitive planning grants to accelerate the strategic use of resources in improving
achievement in mathematics;
A National Convocation on middle school mathematics that will initiate an on-going
dialogue among all stakeholders;
The Public Understanding and Engagement Mathematics Initiative, a mechanism to
involve parents and the public more directly in mathematics education;
Coordinated research and informational activities; and
Systematic involvement of other agencies.
Other elements of the action strategy draw on the individual strengths of Federal agency
programs aimed at improving mathematics education.
The time is ripe for a concerted effort to improve the achievement of U.S. students in
mathematics and science. By focusing our immediate attention on improving performance
for middle school mathematics, we will be able to give local, State, and Federal educational
agencies a call for action that is substantive, timely, and sufficiently targeted that it is
reasonable to anticipate progress. As our effort to address this area of greatest concern gets
underway, we can develop models for future action across disciplines and grades.
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But the action strategy must be only the beginning of the effort. The interagency
cooperation must continue and move to the substantive agenda of implementation. The
Department of Education and the National Science Foundation are committed to meeting the
challenge of continuing cooperation so that their programs work in concert. The two
agencies will develop appropriate mechanisms to keep other agencies and the professional
scientists, mathematicians, engineers, and others with mathematical skills and knowledge
with whom they work actively involved in improving achievement in mathematics and
science education. Perhaps most importantly, they will keep the goal of raising the
achievement of all American students in mathematics and science at the forefront of their
attention.
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AN ACTION STRATEGY
Results of tests administered in 1995 to
FOR IMPROVING
students in grades 4 and 8 are now available.
The fourth grade results show U.S. students
ACHIEVEMENT IN
above the international average in both
MATHEMATICS AND
SCIENCE
The Third International Mathematics and
Science Study (TIMSS)
I. INTRODUCTION
TIMSS is the largest and most ambitious of a
On March 6, 1997, the President issued a
series of international comparative studies of
memorandum (Appendix 1) directing the
educational achievement. The Department of
Secretary of Education and the Director of the
Education and the National Science Foundation
National Science Foundation to form an
sponsored the U.S. testing, conducted in 1995 at
interagency working group to develop an
grades 4, 8, and 12, and the subsequent analysis.
action strategy for using Federal resources to
assist States and local school systems in
TIMSS involved more than half a million students
preparing students to meet challenging
in 45 countries. 30,000 U,S. students took part.
mathematics standards in the eighth grade,
While the relative performance of U.S. students in
and for involving the mathematical, scientific,
comparison to students of other countries improved
and technical communities in support of those
over performance on similar international
efforts.
comparisons of earlier years, there were signs of
problems, particularly at grade 8. U.S. students
The Presidential Directive
performed above average at grade 4 and below
average at grade 8 in mathematics, the only
The Presidential directive specified that the
country with such a pattern in either science or
action strategy include recommendations for
mathematics. Grade 12 results will be announced
the use of Federal resources to help States,
shortly.
local school districts, and schools improve
teaching, upgrade curriculum, integrate
While collecting achievement data in each
technology and high-quality instructional
participating country, TIMSS researchers also
materials into the classroom, and motivate
developed a wealth of information about teachers
students to help them understand how
and teaching, about currícula and instructional
mathematical concepts are applied in today's
materials. about classroom lessons and
global workplace. The directive called for the
interactions. and about student attitudes and habits
interagency group to review the status of
outside the classroom. For example, TIMSS
improvements in mathematics education and
results show that
identify critical needs, drawing on research
and input from educators and professional
US student performance increases more slowly
organizations. In addition, it called for the
between elementary and middle school years
working group to review how Federal
than in most other countries;
resources and partnerships with other
The U.S. curriculum is not as well focused on
organizations can help improve student
topics that would propel students toward more
achievement in science.
advanced levels of understanding as are
curricula in other countries;
The Need for Action
U.S. teachers work longer hours, have less
time during the day for preparing classes, and
The Third International Mathematics and
experience more disruption in their classrooms
Science Study
than do their counterparts in other countries.
The need for this effort to improve mathe-
Thus, the TIMSS results have become a source of
matics and science education in eighth grade
constructive motivation for mounting an action
was made clear by the Third International
strategy, taking the issue well beyond the simple
Mathematics and Science Study (TIMSS).
comparison of scores in international test taking.
1
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science and mathematics. In science, U.S.
the end of eighth grade, as a very visible part
students were outperformed only by those in
of an ambitious, sustained drive for higher,
Korea. However, the eighth grade results
more challenging standards of learning for all
show lackluster performance by U.S.
students. The test will be based on the
students, with scores only a bit above the
framework of the National Assessment of
international average in science, and below
Educational Progress (NAEP). It will be
the international average in mathematics.
available by the spring of 2000. Parents and
teachers will receive the results for each
TIMSS results for the fourth grade are much
student, with scores linked to national and
more positive than the results of similar
international benchmarks. Every year, all
international comparisons in the past. They
items on the test will be released so teachers,
demonstrate that it is possible to make
parents, and students can review performance
significant progress in international
on individual test items. For more
comparisons over time, and that U.S.
information, see Appendix 2.
students can compete favorably with those of
other nations in mathematics and science
The voluntary national test is only one
achievement. Our National Education Goals
element of the comprehensive effort needed
proclaim our dedication to making U.S.
to accomplish the objective of having all
students first in the world in mathematics and
students achieve challenging national
science achievement by the year 2000. In the
standards for performance. This effort will
early grades, we are making demonstrable
require many individuals -- students, parents,
progress toward that goal. These results
teachers, college faculty, employers,
clearly indicate that mathematics and science
professional associations, and community
education in the middle school years should
leaders working in concert with a common
be an important focus for national efforts to
understanding of what they want to see
help ensure that our students meet world-
happen. The test, in combination with a
class standards.
national effort to boost achievement, will
provide a powerful lever to amplify the
effects of existing efforts at local, State, and
Opportunities for the Future
national levels to improve student
achievement in mathematics and science.
Eighth grade is a critical point in mathematics
education. Achievement at that stage lays the
Plan of Action: Place Immediate
foundation for students to take the advanced
Focus on Mathematics
high school mathematics and science courses
that are keys to college entrance and well-paid
The TIMSS results show the need for an
jobs. Today, too many students enter high
immediate focus on mathematics education in
school without this solid grounding in
grades 5-8, where the serious drop from
mathematics and, unfortunately, they never
above to below international norms in
gain it, closing doors to opportunities for the
mathematics threatens achievement in both
future. Often students and their families do
mathematics and science at higher grade
not even know that the doors are closing,
levels. The President's proposed national
leading to a mismatch between their
voluntary test in mathematics in eighth grade
expectations for the future and their actions in
provides a tool to measure progress and also
the present. This is particularly true for
challenges us to provide students with the
students from disadvantaged backgrounds. It
mathematics in grades 5-8 that will enable
is a factor in perpetuating inequities both in
them to perform well on it. The National
participation in advanced education and in
Council of Teachers of Mathematics (NCTM)
lifetime income.
has developed sets of standards for content,
teaching, and assessment that provide a
A Voluntary National Test in Mathematics
strong footing for raising standards in
curriculum and instruction.
The President has proposed a voluntary
national test in mathematics, to be taken near
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The action strategy targets grades 5-8,
High expectations, held by teachers,
building on a strong foundation of activity
school administrators, parents, the
underway across the country to improve
broader community, and students
elementary and secondary mathematics and
themselves, for student performance in
science education. It requires that these
mathematics and science;
activities continue, at all levels in both
mathematics and science, and lays the
Challenging standards for content of
groundwork in both substance and process
curriculum, teaching, assessment, and
for expanded activities in the future.
student achievement;
Instructional materials and technology of
high quality that incorporate these
Raising Achievement for Disadvantaged
challenging standards;
Students
Teachers with the pedagogical skills and
rigorous knowledge of mathematics and
Efforts to raise student achievement in mathematics
science needed to teach these subjects
and science must be particularly intensive in high-
effectively; and
poverty communities and schools. The National
Activities outside the classroom that
Assessment of Educational Progress (NAEP) in
reinforce the classroom experience by
mathematics shows that students from poor families
drawing on the support of parents, the
perform significantly less well than other students.
professional communities of
In 1996, the average score on the 500 point NAEP
mathematicians, scientists, and engineers,
scale was 252 for 8th graders who are eligible for free
business leaders, and the broader public.
and reduced price lunch as compared to 280 for
ineligible students. Students from poor families are
Thus, the action strategy:
also less likely to take algebra, geometry, and more
advanced courses in high school.
Challenges the Department of Education
On July 25, 1997, fifteen urban school districts,
and the National Science Foundation to
including the nation's three largest, pledged to
work together more closely and to partner
participate in the voluntary national test. They sent a
with other Federal agencies and with
clear signal that students in inner city schools can and
State and local educational agencies to
should be held to the same challenging standards that
strengthen the impact of Federal
are being set for all students throughout the nation.
investments in mathematics and science
These communities recognize that setting high
education.
standards is a prerequisite for improved teaching and
Challenges State and local school
learning. Research and experience shows that
superintendents, mathematics
students can meet high standards, and that low
supervisors, school boards, principals,
expectations lead to low achievement.
and other educators to take a fresh,
critical look at curricula, instructional
materials, and professional development
strategies (and the use of Federal
Challenges for All Parties
resources in these areas) in light of
TIMSS and other recent research results
The goal of the action strategy is for all
and to be prepared, as needed, to
American students to leave eighth grade
reformulate current approaches to
prepared to pursue the higher-level
improve effectiveness.
mathematics and science courses that are the
Challenges the nation's colleges and
gateway to college, productive employment,
universities to develop rigorous new
lifelong learning, and effective citizenship.
programs for teacher preparation,
Reaching this goal will require action in five
stressing both subject matter expertise
areas:
and pedagogical mastery. These
institutions will also need to take a far
more active role in enhancing the skills
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and knowledge of today's teachers and
students have the mathematical skills they
principals, working closely with States,
need to succeed in the workplace as
local school districts, and schools in the
productive citizens. This includes promoting
process.
effective partnerships that mobilize support
Challenges professional organizations in
from the community -- students, parents,
mathematics, science, engineering and
educators, business leaders, volunteers, and
technology, health, accounting,
concerned citizens from all walks of life -- to
transportation, and other fields to partner
that end.
with schools, parents, students,
community organizations, and business
and industry in developing a strong
Priorities for Action
network of local partnerships aimed at
raising student achievement.
Therefore, the priorities of this action strategy
will focus Federal investment on:
Challenges U.S. families to provide
strong support and encouragement for
their children to reach high standards of
Assisting States, local school districts,
achievement in mathematics and science.
and the nation's colleges and universities
to provide the skills and knowledge that
These challenges are focused on the
equip teachers in grades 5-8 to
immediate, urgent need to improve
teach challenging mathematics
mathematics education in grades 5-8. But to
content in effective ways, with high
be fully effective, this effort must broaden to
expectations for their students;
include both mathematics and science in all
Assisting States and local school districts
grades once the immediate needs have been
to select and implement high-
addressed.
quality, standards-based curricula
and instructional materials,
including effective use of educational
II. PRIORITIES FOR ACTION
technologies; and
Building parent and public
Consistent with the President's directive, this
understanding of challenging
action strategy identifies steps that Federal
mathematics in grades 5-8, and gaining
agencies, along with their partners, can take
public support for raising student
to help students reach challenging standards
achievement toward high standards.
in mathematics in grades 5-8 and to ensure
that Federal resources will effectively support
State and local reforms. It is based on the
Scope and Scale
efforts of the interagency working group,
which reviewed the current state of
In grades 5-8 there are approximately 13.5
mathematics education, consulted with other
million students taught by about 320,000
Federal agencies and with outside
teachers of mathematics. These students and
organizations, and reviewed Federal
teachers are distributed among 34,000
programs before identifying three priority
schools in close to 15,000 districts. Many of
areas for action. (See Appendices 3-6 for
more detailed information.)
these schools and districts are already actively
involved in setting high standards for
instruction and student achievement and are
The Federal Role
implementing plans to achieve them.
While education is a national priority, it is
The core of this action strategy is assisting all
primarily a State and local responsibility.
schools and districts to make more effective
The Federal role is to provide good
use of Federal resources in their efforts to
information, effective tools, and financial
support that will assist States and local
address these priorities with respect to
mathematics in grades 5-8. The Department
communities in ensuring that all of their
of Education and the National Science
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Foundation will provide opportunities for
III. ACTIONS TO STRENGTHEN
districts to accelerate their progress toward
THE IMPACT OF FEDERAL
improved achievement in this area through
RESOURCES
incentives for enhanced coordination,
planning, and implementation. Districts that
The bulk of the Federal resources for
serve large numbers of disadvantaged
improvement in K-12 mathematics and
students will receive particular attention. The
science education flows from the programs of
number of districts, schools, teachers, and
the Department of Education and the National
students served will depend largely on the
Science Foundation. (See Appendix 4 for a
level of resources that can be devoted to the
summary.) Developing a coherent approach
acceleration effort and the readiness of
to strengthening the impact of Federal
districts to respond.
resources used to improve mathematics
achievement in grades 5-8 begins with these
At the same time, an effort at public
programs. Drawing on the resources of other
information and engagement provides a
Federal agencies in an effective manner can
much-needed complementary mechanism to
then follow.
reach a broader base of students and their
families in a more timely fashion than can be
Current Federal Resources
accomplished through these core activities.
The participating Federal agencies, with their
In FY 1997, the National Science Foundation
ties into the science, mathematics,
invested $377 million in K-12 science and
engineering, and technology communities,
mathematics education, including investments
are well-positioned to encourage these
in the undergraduate preparation of teachers.
communities to cooperate in spurring such an
The funds go largely to colleges and
effort.
universities, State and local educational
agencies, and nonprofit organizations. They
Finally, it is not enough to address only
are awarded through competitive review of
today's teachers and implementation of
proposals for funding of specific projects.
instructional materials and technologies
Over the past few years, the Foundation has
available now. Approximately 30,000 new
placed a high priority on system-wide reform
teachers of mathematics in grades 5-8 are
of mathematics and science education. It
needed each year. At the same time,
asks local and State educational agencies to
development of learning technologies is
align resources of all types, including those
extremely rapid, and adaptation of curricula
obtained through other Federal programs, to
to accommodate this pace is a continuing
effect change. The Foundation highlights
concern. Addressing these issues is also an
specific areas of emphasis within broader
important part of the action strategy.
programming, establishes clear priorities for
funding within the criteria for selection of
Progress in any one of the three priority
awards, and holds grantees accountable for
areas -- teachers, instructional materials and
performance. Over the years, projects aimed
technology, and parent and public
specifically at mathematics in grades 5-8 have
information and engagement -- will often
been comparatively scarce.
depend on and demand improvement in
others. For instance, the introduction of
The Department of Education allocated
high-quality instructional materials will have
approximately $8 billion in FY 1997 through
little impact if teachers are not trained to use
three major formula grant programs (Goals
those materials effectively. The action plan
2000: Educate America Act; Eisenhower
must work on all fronts in order to make
Professional Development State Grants; and
progress toward improved student
Title I: Education for the Disadvantaged) that
achievement. The action plan below first
include improved achievement in mathematics
provides an orientation to existing resources
and science among their objectives. Goals
and specific new joint activities. The final
2000 aids States and school districts to
sections are organized around the three
develop and implement challenging academic
priority areas.
standards and upgrade teaching and learning
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in order to reach the National Education
education. In general, their activities are
Goals, including the goal of becoming first in
related to their missions. For example, the
the world in mathematics and science. The
U.S. Environmental Protection Agency
Eisenhower program places an explicit focus
makes awards to schools, state agencies,
on science and mathematics. Of the $310
nonprofit agencies and universities for
million appropriated for FY 1997, $250
activities that focus on environmental
million was required to be used for staff
education. Most agencies offer staff and
development in mathematics and science.
facilities, often on a volunteer basis, to
support local schools and teachers and have
The 1994 reauthorization of Title I placed
developed and are sharing supplementary
new emphasis on helping disadvantaged
instructional materials on their Web sites.
students meet the same challenging academic
standards expected of all children. States are
Mathematics Education
currently developing standards and standards
and the Department of Defense
and assessments in reading and mathematics
consistent with that emphasis. The
Two agencies within the Department of Defense
Department of Education works actively with
(DoD) offer complementary approaches to introducing
States and school districts to identify actions
rigorous national standards in their educational
that can be taken to achieve significant
activities.
change, provides information and examples,
and makes technical assistance available as
The DoD Education Activity (DoDEA) provides
needed.
education for military and civilian dependents overseas
(DoD Dependents Schools or DoDDS) and on some
Title I Schoolwide Programs
military bases in the U.S. (DoD Domestic
Elementary and Secondary Schools or DDESS).
The 1994 reauthorization of Title I gave the program
DoDDS is essentially an autonomous school system
an entirely new purpose, namely, to teach
that has developed a mathematics curriculum based on
disadvantaged students to the same high standards to
the NCTM standards, adopted standards-based
which all other students are held. States are now in
instructional materials for use throughout all the
the process of establishing assessment mechanisms to
overseas schools, and is continually training teachers
measure students' progress against such standards, in
in these materials and strategies using teacher-leaders.
at least reading and mathematics. In addition, the
DDESS schools operate independently and cooperate
reauthorization lowered the eligibility threshold for
with local education areas in addressing standards. As
Title I schoolwide programs. Schools with at least
the DoDEA structure solidifies. there will be system-
50 percent of students from low-income families may
wide commonality in curriculum, instructional
now use their Title I funds (along with other Federal,
materials, and student assessment aligned with the
State, and local funds) to make comprehensive
NCTM standards.
improvements in the instructional program of the
entire school, rather than providing discrete services
The National Security Agency established a
to individual children. This change gives those
Mathematics Education Partnership Program (MEPP)
schools the flexibility, for instance, to use Title I
in 1991. MEPP sponsors over a thousand talks per
funds to upgrade the mathematics curriculum for all
year to schools and colleges through its Speakers
students.
Bureau. It donates excess computers to classrooms,
sponsors seminars and inservice teacher training, and
conducts extended summer workshops for teachers at
A dozen other departments and agencies
all levels. These MEPP activities. including projects
sponsor activities that relate to, and could
such as collaboration with the University Corporation
promote, standards-based education that
for Atmospheric Research's Project SkyMath. are all
improves students' mathematics and science
informed by the NCTM Standards. which are an
learning and overall academic performance.
explich subject of study and reference at MEPP's
In general, these agencies focus far more on
Summer Institutes for Teachers. For a description,
science than mathematics, and commit
see www.nsa.gov.8080/programs/mepp.
modest resources to improving K-12
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Strengthening the Impact of Federal
most fundamentally, within individual
Resources
schools. State and local educational agencies
can maximize the impact of Federal resources
Using Existing Programs
by choosing to use them in a coordinated,
concentrated way. Thus, the National
The first step in moving forward is to make
Science Foundation and the Department of
the most of existing programs aimed at
Education will champion State and local
improving student achievement through
educational agencies in the strategic use of all
rigorous standards across all subject areas
types of Federal, State and local funds
and all grade levels. Such programs provide
toward improving mathematics achievement,
a fundamental level of information and
offer examples of effective coordination in
opportunity important for progress, but
the use of such funds, and provide incentives
currently have limited focus on mathematics
to initiate effective improvements. At the
in grades 5-8,
same time, they will work together to
encourage the nation's colleges and
Within those existing programs, the
universities to do a better job in educating
participating agencies will promote means of
future teachers for the work they will do in
emphasizing high-quality, standards-based
the schools and will combine with other
mathematics in grades 5-8. For example, the
agencies in a broad program of public
competitive programs at the National Science
information and engagement.
Foundation can incorporate priorities for
work in this area in selection criteria, and the
Department of Education can enhance the
Pooling Resources to Enhance Student
level of technical assistance it provides to
Achievement
State and local educational agencies.
Expanding the scale of such programs will
Kenton Elementary School in Portland Oregon, and
also help, as will the development of new
12 other schools in the region decided to place a high
programs in the individual agencies, but
priority on student achievement using Title I and
issues of scope and synergy remain.
other resources. During the 1995-96 school year, the
schools held full-day, weekly workshops on best
Creating Synergy
teaching practices as identified by the school
principals. The principals developed a regional Title I
The programs of the Department of Education
plan and, with the help of consultants, have all staff
and the National Science Foundation have
working together to implement it. Title I staff
different approaches and strengths. The
worked with regular classroom teachers on new
Department generally provides large-scale,
strategies, and Kenton staff agreed to use Title I
flexible support directly to State and/or local
benchmarks and assessments for all students.
educational agencies for improving teaching
and learning to high standards, coupling this
Kenton's curriculum emphasizes interactive writing
support with technical assistance. NSF's
and vocabulary development, and uses innovative
portfolio is much smaller in scale, is targeted
mathematics materials. Teachers use cooperative
at improving mathematics, science, and
learning and peer tutoring to help students grow
technology education, and is established
toward proficient and advanced levels, and students are
through competitive processes. To create
encouraged to analyze, evaluate, and interpret
synergy, this action strategy combines the
information. Kenton teachers regularly meet with
agencies' strengths, permitting those
small groups of students outside of class to give extra
involved with upgrading mathematics
help in mathematics, reading, or writing. Teachers
professional development and instruction
also train the school's many volunteers to support the
through major Department of Education
benchmarks while working with students.
programs to draw on NSF's competitive
Assessments indicate some success in the early years
programs to step up the pace of change.
of this effort to improve instruction. The percentage
of third-graders scoring in the advanced category in
The work of improving student achievement
mathematics increased from 15 percent to 35 percent.
must be done at the State and local level, and,
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New Joint Activities
Eisenhower, and State, urban and rural
systemic initiative activities.
The Department of Education and the
National Science Foundation plan a set of
Texas Statewide Systemic Initiative
joint activities that are the synergy-producing
elements of the action strategy. They will
The NSF-supported Texas Statewide Systemic
include the other participating agencies to the
Initiative (SSI) also operates the U.S. Department of
extent possible.
Education's Comprehensive Assistance Center for
Elementary and Secondary Act Programs in Texas,
Competitive planning grants to
bringing into one unit the state's leadership both in
accelerate strategic use of
science and mathematics education and in Title I
resources in improving
technical assistance. In the past two years, the SSI
achievement in mathematics.
has provided incentive grants and technical support in
integrating their Title I, Eisenhower, and professional
The Department and the Foundation
development activities in mathematics and science to
jointly will provide competitive planning
more than 100 Title I schools serving more than
grants to jump-start intensive, coherent
100,000 Title I students. In July, 1995, the SSI held
efforts to upgrade mathematics
an intensive summer institute designed to support
instruction that use Federal, State, and
Title I schools in (1) reconceptualizing the use of
local funds to sustain long-term
formula funds, (2) adopting mathematics curricula
improvements and provide models for the
keyed to high standards. and (3) adopting effective
future. Funds may be used to initiate
schoolwide program models. As a result of the
planning and to contribute toward one-
SSI/Title I collaboration, state mathematics and
time costs of initiating a coherent set of
science leaders are now active members of school
activities. A principal target for the
support teams engaged in mentoring over 700 Texas
agencies' cooperative activities will be
Title I schools. At the same time, increasing
middle schools with schoolwide Title I
numbers of teachers in high poverty/high minority
programs and districts with many such
schools are being trained as SSI mathematics,
schools. This focus permits large
science, and technology specialists.
numbers of disadvantaged students to
benefit from the enhanced synergy of
Department and Foundation programs.
National Convocation on middle
school mathematics.
To support the joint effort, the
Department of Education will provide
The two agencies will sponsor a national
active encouragement and support,
convocation on middle school
opportunities to pool resources
mathematics to initiate a continuing
originating in the Department through
dialogue on what students need to know
waivers, consolidated programming, and
and be able to do at this level and what
information and technical assistance, as
this means for effective classroom
appropriate. The National Science
practice.
Foundation will emphasize support for
development and implementation of State
and local strategies for improving
Public Understanding and
mathematics education in grades 5-8.
Engagement Mathematics
Initiative.
The Department and NSF will convene a
national conference of key actors in
NSF and the Department will support a
determining how Federal resources are
joint, multi-year effort to create a large-
used by States and local districts.
scale, national public education effort that
Participants will include state and local
is coupled with extensive opportunities
leaders of Title I, Goals 2000,
for active engagement of students,
parents, and the larger community in the
support of mathematics education.
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PRIME in Pittsburgh
Coordinated research and
informational activities.
The Pittsburgh Reform in Mathematics Education
(PRIME) project supports teachers in the classroom
The Department and NSF will undertake
implementation of standards-based mathematics
a coordinated set of research and
instruction and assessment in grades K-12 through the
informational activities around
use of exemplary materials. PRIME provides
mathematics in grades 5-8. These
teachers with a broad knowledge base in both the
activities include release of a TIMSS
mathematics content and the successful mathematics
resource kit that contains specific tools
pedagogy needed to implement the new materials
for professional development, curriculum
successfully.
analysis, and achievement benchmarking;
readministering TIMSS in the spring of
Funded under National Science Foundation guidelines
1999 to get updated information on our
as a project of Local Systemic Change through
international standing; a program of
Teacher Enhancement in Mathematics, PRIME
research informing continued
provides all 924 Pittsburgh public school teachers of
development of the eighth grade national
mathematics with a range of experiences that include
test over time; and a sustained agenda of
summer workshops; release-day professional
basic research in teaching and learning of
development workshops; and individualized, in-class
mathematics, including research on the
support provided by demonstration teachers within
use of learning technologies.
each school. Teachers of grades 6-12 receive 234
hours of professional development, and teachers of
Systematic involvement of other
grades K-5 receive 102-132 hours. By equipping all
agencies.
Pittsburgh mathematics teachers with the knowledge,
skills, and support necessary for using exemplary
The Department and the Foundation will
materials and assessment, PRIME is designed to
work systematically with other agencies
ensure that all students experience a coherent
to enhance the impact of Federal
mathematics program that is expected to yield high
resources by upgrading their activities to
achievement at all levels.
reinforce an approach based on high
standards for mathematics in grades 5-8.
This four-year project, funded for over $ 3 million, is
a model for its ability to leverage an additional $ 6.7
Each of the specific items above will be
million in cost-sharing from district funds and
aimed at mathematics in grades 5-8, reflecting
commitments from Eisenhower and other Federal
the urgent need to raise achievement at this
dollars.
stage of the educational process. However,
the activities described above can also serve
as models for more effective approaches to
educational change in the broader arena of
mathematics and science education. The
working group strongly endorses the idea of
future efforts that would encompass
additional aspects of K-12 mathematics and
science education.
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IV. EQUIP TEACHERS TO TEACH
This action strategy addresses both the
CHALLENGING MATHEMATICS
professional development of teachers who are
already in the classroom and the preparation
In grades 5-8, students should begin to move
of new teachers. In order to assist current
from mastering the basics of arithmetic to
teachers, the strategy promotes sustained and
using arithmetic in solving complex problems
intensive professional development activities
and learning the foundations of geometry,
that are based on mastery of mathematical
algebra, probability, and statistics. Teachers
content and tied to high-quality instructional
must know substantial mathematics and have
materials and technology. Teacher
strong pedagogical skills if they are to be
preparation activities will aim at preparing
effective in helping their students make this
future teachers of grades 5-8 to teach
transition and meet high standards. Practices
effectively the challenging mathematics
in teacher education, licensure and
content geared to national standards of
certification, and in-service teacher
excellence.
enhancement do not always reflect these
needs.
The increased demand for high-quality
professional development generated by these
Over the next ten years, approximately
plans could, without action now, exceed the
2 million new teachers will enter the
capacity of those individuals and
workforce. It is essential that these future
organizations currently supplying it. Thus, an
teachers receive adequate preparation in
essential component of fully equipping
mathematics content and pedagogy and in the
teachers will be ensuring the presence of a
use of contemporary technological tools
sufficient cadre of individuals and institutions
before they enter the classroom. And many
skilled in providing professional
of the approximately 320,000 teachers who
development. This will require working
are already teaching mathematics in grades 5-
with the mathematics communities,
8 would benefit from upgrading their math
institutions of higher education, and other
content knowledge and teaching skills.
Federal agencies to help ensure the capacity
to respond effectively.
Quantitative Literacy Program for
Alabama K-12 Teachers
To address professional development
needs of current teachers, the National
The Quantitative Literacy Program for Alabama K-12
Science Foundation and the Department of
Teachers, a project administered by the University of
Education will:
Alabama and supported by the Eisenhower
Professional Development program, assists
Stimulate state and local educational
elementary and secondary teachers in implementing
agencies to implement comprehensive
the probability and statistics goals for grades K-12 as
programs of sustained, intensive, high-
outlined in the National Council of Teachers of
quality professional development for
Mathematics standards. The program's workshops
teachers of mathematics in grades 5-8.
teach quantitative concepts in the context of solving
The two agencies will make such efforts
meaningful problems, with content taught in
the cornerstone of their new competitive
reference to teaching strategies that participants use
planning grants, with emphasis on
when they return to their classrooms. The program
incorporating resources from Title I
includes a pre-workshop orientation, an intensive one-
schoolwide programs and on involving
week training workshop, and two follow-up sessions.
all teachers in target schools. They will
In the follow-up sessions, teachers describe how they
continue existing programs that provide
planned, taught, and assessed their own Quantitative
resources for districts to implement
Literacy units. They also present examples of their
professional development programs,
students' projects. The project is currently operating
incorporating priorities for activities
in 14 of the 67 counties of the State,
involving teachers of mathematics in
grades 5-8, where feasible.
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Initiate a short-term effort to strengthen
the pool of talented, committed
individuals able to provide exemplary
professional development for classroom
Improving Teaching Through Distance
teachers. The agencies will provide
Learning
opportunities for competitive support of
projects that will provide intensive
The Department of Education's Star Schools Program
training experiences for those who will
provides quality, cost-effective instruction through
lead future teacher training efforts.
distance education technologies to more than
1,640,000 learners annually in 50 states and U.S.
territories. Although the program began with small
Support the creation of materials for
rural schools in 1988, it is now equally valuable to
professional development of teachers of
schools in large urban areas.
mathematics in grades 5-8 that are
grounded in the NCTM standards, are
The Star Schools: The Next Generation project of
tied to newly emerging educational
Oklahoma State University and Northern Arizona
materials and technologies, appropriately
University delivers the "Getting Ready for Algebra"
reflect the rigor of the NAEP and TIMSS
program, which provides simultaneous student
assessments, and assist teachers to link
instruction and teacher training to middle school
mathematics to real-world skills and
students and teachers. Its units are student-centered
applications.
and activity-oriented and emphasize learning by
discovery. They focus on the big ideas common to
Support wider opportunities for teachers
arithmetic and algebra.
to help one another with content
knowledge and teaching skills through
Similarly, the United Star Distance Learning
such activities as dissemination of
Consortium project, led by Education Service Center-
information about effective forms of
-Region 20 in San Antonio, Texas, offers the Algebra
professional development and
and Geometry Applications for Teachers program,
encouraging the development of master
inservice training. The project models worthwhile
teachers (including those recognized
mathematical tasks and helps teachers improve their
through the Presidential Awards for
ability 10 develop these tasks. The focus of the
Excellence in Mathematics and Science
project is on mathematical topics that illustrate
Teaching and the National Board for
connections to real-life problems and exciting
Professional Teaching Standards
mathematics.
Certification), mathematics specialists,
and teacher networks.
To promote improved preparation of
future mathematics teachers for
Provide incentives for appropriate
organizations to develop voluntary
grades 5-8, the Department of Education
and the National Science Foundation will:
national standards for the preparation of
teachers of mathematics.
Prepare and disseminate widely a study
Support the development of materials for
on State licensure requirements, focusing
preparation of K-8 mathematics teachers
particularly on requirements for middle
that are grounded in the NCTM
school teachers of mathematics,
standards, are tied to newly emerging
comparisons to other nations, and the
instructional materials and educational
impact of licensure requirements on the
knowledge of mathematical concepts that
technologies, and reflect the rigor of the
NAEP and TIMSS assessments.
teachers bring to their work in the
classroom.
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Challenge the Nation's colleges and
Teacher Preparation in Louisiana
universities to step up to the needs for
preparing a new generation of teachers
What began as a movement to change the way
for the 21st century by encouraging,
mathematics is taught in grades K-8 in the Louisiana
supporting, and funding the development
State Systemic Initiative has grown into a program
of teacher preparation approaches that:
that addresses the way in which teachers are taught.
The Louisiana Collaborative for Excellence in the
more tightly link college departments
Preparation of Teachers is producing future teachers
of mathematics and schools of
who will transform teaching practice in the state.
education;
Initiated with NSF funding, the Collaborative is also
-
include courses focusing on
using funds from the Eisenhower Professional
developing the background concepts
Development Program to support the participation of
for the rigorous mathematical content
teachers in its activities.
that future teachers of mathematics in
grades 5-8 will teach;
In the first three years of the program, over 100
demonstrate effective classroom
college faculty (both mathematics faculty and
practices; and
education faculty) on 15 campuses across the state
-
involve local K-12 schools in the
have been involved in the project, 69 courses for
design of teacher preparation
future teachers have been revamped, and
requirements.
approximately 20,000 future teachers have been
affected.
The central principle is to incorporate in the education
New Initiatives in Teacher Preparation
of future teachers the new methods of teaching
mathematics that they will be expected to implement
President Clinton has proposed a $350 million
in the classroom. Examples of these methods include
initiative to attract talented people of all backgrounds
working in small groups on challenging problems
into teaching at low-income schools across the U.S.,
and using technology resources such as calculators or
and to improve dramatically the quality of training
the Internet.
and preparation given to our future teachers, with an
emphasis on mathematics and reading. Under the
initiative, new scholarships would help bring nearly
35,000 outstanding new teachers into high-poverty
schools in urban and rural areas over the next five
years. These scholarships could cover costs of
tuition, room, board, and other teacher preparation
expenses -- and could help fund additional preparation
during the first two years of teaching.
The initiative will also provide competitive five-year
grants to 10-15 national lighthouse models of
excellence -- institutions of higher education that
operate the highest quality teacher education
programs, Each institution receiving a lighthouse
grant will use most of these resources to assist
several other institutions of higher education improve
their teacher preparation programs. helping to
strengthen the preparation of future teachers at
an estimated 150 institutions of higher education
across the nation.
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V. IMPLEMENT CURRICULA,
supplementary materials is more likely to be
INSTRUCTIONAL MATERIALS,
made at the school level. Speeding the
AND EDUCATIONAL
transition to more appropriate instructional
TECHNOLOGIES IN CLASSROOMS
materials, while tying in professional
development for teachers, will have a
The TIMSS results showed that the content
significant impact on student achievement.
of curricula and instructional materials used
in U.S. classrooms in the middle school
Open CESAME!
years in 1995 differed from those in high
performing countries in significant ways.
Northeastern University's Center for the Enhancement of
The content taught in most U.S. eighth-grade
Science and Mathematics Education (CESAME). through
mathematics classrooms would be found in
its Statewide Implementation Program (SIP).
demonstrates how school districts can successfully
the seventh grade in high-performing nations.
implement challenging standards-based instructional
Our low expectations for student performance
materials. Through a contractual agreement, the project
are also shown by the fact that only about 25
provides districts in Massachusetts with multi-year
percent of U.S. eighth grade students are
funding, technical assistance, professional development
enrolled in algebra courses, while in high-
guided by curriculum developers, and linkages to
performing nations virtually all students have
statewide reform efforts. SIP also conducts research to
the opportunity to master the foundations of
determine the most effective model for disseminating
algebra and geometry by the end of eighth
such materials. Throughout, SIP works to make districts
grade.
accountable by collecting data and continually focusing
on achieving a sustained, high-quality materials
In addition, TIMSS noted that middle school
implementation.
mathematics materials covered more topics
Funded by the National Science Foundation's Teacher
and were less focused in the U.S. than in
Enhancement program. SIP provides expertise in
leading countries. For example, typical
implementing high quality materials to any
American eighth grade mathematics textbooks
Massachusotts district engaged in mathematics and
in 1995 covered as many as 35 major topics
science reform, and leads one of the five regional centers
compared to as few as 10 such topics in
of the Massachusetts Statewide Systemic Initiative (SSI).
Japanese textbooks, leaving little time for
This five-year project. funded for over $4.4 million, has
teaching for student mastery and depth of
leveraged an additional $3.8 million in cost-sharing
understanding.
from district funds. Northeastern University, and the
Noyce Foundation.
New, comprehensive mathematics
instructional materials, linked with high
To assist schools, districts, and States in
standards for mathematical content and
choosing and implementing effective
pedagogy and aligned with the NCTM
curricula and instructional materials for
standards, are now emerging from
mathematics in grades 5-8, the National
development and reaching the market. These
Science Foundation and the Department of
materials provide a range of different
Education will:
approaches to classroom instruction, while
focusing on 15 or fewer topics per year.
Encourage and support coordinated
efforts aimed at:
Supplementary materials can permit teachers
-
purchasing new instructional
to tailor instruction to particular classrooms,
materials geared to rigorous
facilitating the transition to new curricula.
standards;
They can be particularly helpful in taking
providing high quality professional
advantage of new and emerging learning
development connected to
technologies and in providing examples from
implementation of new materials; and
real life for new concepts.
employing highly skilled mathematics
specialists who are prepared to teach
Selection of comprehensive curricular
the new materials and guide others in
materials usually takes place at the district or
their implementation.
even the State level, whereas the choice of
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Each of these, for example, would be
Eisenhower Regional Consortia for
eligible for use of Title I funds, and could
Mathematics and Science Education
be part of the coordinated plans described
in applications for the planning grants
The mission of the ten Eisenhower Regional
discussed above.
Consortia is to provide a field-based national
infrastructure for systemic improvement of science
Develop and disseminate guides to help
and mathematics education. Projects provide
interested schools and school districts
information on curriculum, assessment, and teaching
select instructional materials and software
practice; conduct workshops and training; and serve as
most appropriate for their local needs and
advisors to the field.
undertake the necessary steps to effective
implementation. This effort will include
One example of the work of the consortia is the 1996
reviews of instructional materials and
publication by the WestED consortium of Tales
software designated by experts as
From the Electronic Frontier. This is a collection of
promising or exemplary.
ten teachers' narratives regarding their use of the
Internet to enhance science and mathematics
Provide technical assistance for schools
instruction and create opportunities for their own
professional growth. The accounts describe using
and school districts in putting new
mathematics instructional materials to
this resource for project-based learning, for making
abstract scientific principles more concrete, and for
work in the classroom. NSF-supported
promoting deeper understanding. Each story provides
curriculum implementation sites dedicated
information on related resources and programs. and
to mathematics materials for grades 5-8
concludes with a section of questions and issues to
will work with broader technical
stimulate further thought and discussion.
assistance providers, including the
Department's Eisenhower Regional
"Hoop Happenings" is the tale of a mathematics
Consortia and National Clearinghouse, as
communication project between students at the Drexel
needed.
Hill School in Philadelphia, Pennsylvania, and senior
education majors at Iowa State University. During
Provide teachers and other educators with
their teaching methods class for elementary
information on how they might use
mathematics, each student at Iowa State is paired with
assessment in planning instructional
a group of students at the elementary school in
improvement strategies. These materials
Philadelphia with whom she interacts (via e-mail)
will include information on how best to
over a math problem she defines each week. The
use results from the voluntary national
interactive discussion provides the education majors
mathematics test -- to interpret them to
with insight into children's thinking: for the children
students and parents, place them in
the project strengthens their abilities to solve
appropriate context, and improve
problems and to discuss their problem solving
mathematics instruction.
approaches.
Tales can be found on WestED's www site at
Seed research and development of
http://www.wested.org/tales.
powerful models for integrating
technology into classroom practice and
informal learning environments. This
Continue competitive support for the
will include support for critical expansion
development of supplementary materials,
and evaluation efforts preceding
with new priority for efforts aimed at
commercialization of these models. K-8
mathematics in grades 5-8, to assist
mathematics will be a high priority in the
schools and districts in making the
near term.
transition to standards-based
comprehensive materials.
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While several other Federal agencies have
Each of these efforts could make new types
long worked to support educational
of materials and capabilities possible in the
improvement efforts, in the past, few other
future. Activities that enable students to
agencies have contributed to the development
achieve to high standards play an important
of standards-based instructional materials in
role in all these Federal activities.
mathematics and science. This is changing,
and there are significant contributions that
other agencies can make in this area,
NASA's Mission Mathematics
consistent with their primary missions. The
development of supplementary materials with
The recent production of "Mission Mathematics" by
mission-oriented situations that generate real-
NASA demonstrates how an agency can base its
life problems and the delivery of such
educational work on national standards. These three
materials through technology are key
volumes of problems and activities are the
potential contributions.
descendants of NASA's first mathematics curriculum
supplement, "Space Mathematics: A Resource for
Agencies will work in cooperation with
Teachers," published in 1972. That popular title was
NASA and NCTM to develop standards-
updated repeatedly over the years. "Mission
based materials along the lines of
Mathematics," however, is totally revamped to accord
NASA's "Mission Mathematics." These
with national standards. Indeed, the subtitle is now
materials illustrate the use of mathematics
"Linking Aerospace and the NCTM Standards." The
in engaging, real world examples related
three volumes are divided into K-6, 5-8, and 9-12, and
to the agency mission.
the contents of each are keyed not only to NCTM's
curriculum standards, but also to those for teaching
The Department of Education is chairing
and for student assessment. Examples of activities
a Federal Government-wide working
include calculating orbits, collecting and analyzing
group that has already begun to promote
specimens, and planning for spaceflight needs.
and develop -- and make it easier for
teachers and others to find -- high-quality
This linking to standards was accomplished by
educational materials, including
making "Mission Mathematics" a joint project of
instructional units and related materials,
NASA and NCTM. Writing teams included teachers,
for use on the Internet. This group's role
supervisor, and university professors working in
is to take the rich informational resources
consultation with NASA representatives. Their drafts
of organizations such as the Census
were field-tested by classroom teachers and reviewed
Bureau or the U.S. Geological Survey,
by NCTM's Educational Materials Committee. The
and make them easier for teachers and
results are attractive and modestly priced, with
others to find and use. The first priority
publicity, marketing, and distribution through
will be to identify materials that support
NCTM's established network.
teaching of challenging mathematics.
The Departments of Defense and
Education and the National Science
Foundation are leading an interagency
review of Federal activities related to
research in learning technologies in order
to establish effective practices for their
use.
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VI. BUILDING PUBLIC
Saturday Schools Provide Tutoring Boost
UNDERSTANDING AND SUPPORT.
The George B. Thomas Sr. Learning Academy Inc.
American students should leave eighth grade
(known as Saturday School), with modest support
prepared to pursue the higher-level
from the National Science Foundation, has provided
mathematics and science courses that are the
free tutoring and mentoring to minority students in
gateway to college, good citizenship,
Montgomery County (MD) for nearly 11 years.
productive employment, and lifelong
Spearheaded by members of the Mu Nu chapter of the
learning. In realizing this vision, it is
Omega Psi Phi fraternity, the program began in a
essential that educators, parents, the broader
public housing community's day-care center, but is
community, and students themselves
now located at Sherwood High School (Olney, MD)
understand what high standards in
and Springbrook High School (Silver Spring, MD).
mathematics look like, why they are
important, and how they can work to achieve
About 180 students and 100 thitors-engineers,
them. This outcome requires activities and
mathematicians and others (including high school
information that reinforce the classroom
students fulfilling Maryland's community service
experience and convey the importance of
graduation requirement)--are registered at the centers;
mathematics achievement. Such activities
there is often a waiting list of pupils because there
should draw on the support of parents, the
aren't enough tutors. Saturday School views itself as
professional community of mathematicians,
a partner with the students' schools; principals refer
scientists, and engineers, business,
students to the program and teachers advise tutors on
academia, and the broader public.
where students need help. Montgomery County
Public Schools contributes classrooms, supplies, and
This section of the action strategy includes
training for tutors and parents. The sessions last 2 or
two complementary elements. The first
more hours; tutors work with students on a wide
consists of efforts to make high standards
range of mathematical topics and help students
fully and clearly understood. If parents and
prepare for the Scholastic Assessment Test. Parental
students and teachers don't know where they
participation is required; about one-fifth of the parents
should be headed -- what they agree students
tutor, with the remainder providing support and
should know and be able to do -- it is hard to
assistance in other ways.
pull together to get there. Schools must have
a clear sense of what they are doing and be
able to communicate effectively with parents
The Department of Education, the National
as well as work to invite active parental
Science Foundation, and other Federal
participation.
agencies will foster the partnerships by
promoting a national dialogue on improving
The second element builds on the first
mathematics, acting as a clearinghouse for
through partnerships that bring together the
information and proven approaches to action,
many groups that can contribute to helping
helping partners to develop exemplary
students achieve high standards in
materials that can be used in their State and
mathematics. These partnerships will elevate
local efforts, and mobilizing staff and
the importance of mathematics achievement
resources to support local partnership efforts.
and provide clear avenues through which
Effective partnerships must build upon and
interested members of the mathematics,
complement what goes on in the schools.
science, engineering, business and education
Thus, teachers and school administrators
communities, as well as parents and
must be vital participants, either formally or
interested citizens, can contribute to efforts to
informally.
raise mathematics achievement.
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In order to support these strategies, the
Develop printed and Internet-based
Department of Education and the National
supporting materials as guides for
Science Foundation have taken the initial
volunteers; and
steps to move forward on the Public
Understanding and Engagement
Mathematics Initiative, an activity
Encourage highly visible local and
designed to create a large-scale, national
national events and activities that engage
public education effort that is coupled with
the community.
extensive opportunities for active engagement
of students, parents, and the larger
In other activities designed to build public
community in the support of mathematics
understanding, the Department and the
education.
Foundation will:
Collectively, the projects selected through
Sponsor a national convocation on middle
this initiative will:
school mathematics to initiate a
continuing dialogue on:
Use simple and compelling messages to
tell the public what middle school
-
what we should expect our students
students should know and be able to do
to be able to achieve in mathematics
in mathematics, illustrating the points
by eighth grade and beyond;
through sample problems and student
-
exemplary practices in professional
work;
development, curricula, instructional
materials, and technologies; and
building partnerships for parental
Emphasize important mathematics and
involvement and community support
interesting problems that engage both
to help students meet high
middle school students and the public;
expectations.
Illustrate the relevance of achievement in
Seed the continuing national dialogue by
challenging mathematics to success in
providing a wide variety of sample items
college and a wide range of careers;
illustrating the level of expectations set in
State and national standards, examples of
student work, and information on
Create well-designed products that will
curricula, instructional methods and
engage the public in doing mathematics;
technologies that support high standards.
Target a variety of media through a plan
Create an easy-to-use mathematics Web
for disseminating the products;
site providing information on national
standards; standards-based instructional
Support active partnerships to engage
units for teachers; information on the
parents and the community, including
national test, including sample problems
those with professional organizations,
and examples of student solutions; and all
scholarly societies, colleges and college
the other materials developed or identified
students, and the business sector;
as part of this action strategy.
Mobilize adult volunteers to assist
students in a variety of settings (for
example, summer, after-school, and
weekend programs; contests);
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Additional partnership activities will take
Encourage and support efforts by
advantage of connections the Department and
business and professional organizations
the Foundation maintain in the course of their
10 use the Internet as a new tool for
on-going work. The agencies will:
providing on-going tutoring, homework
help, and motivation to students.
Facilitate the connection of national
organizations having interests in helping
Challenge colleges and universities to
to raise levels of achievement in
partner with middle and high schools to
mathematics and science (for example,
help ensure that students know what it
professional societies of mathematicians,
takes to go to college and that they have
scientists, and engineers) with State, local
access to a rigorous college preparatory
and community-based organizations
mathematics curriculum.
having similar purposes.
VII. CONCLUSION
Develop systematic mechanisms for the
headquarters and field offices of relevant
The time is ripe for a concerted effort to
Federal agencies to participate in the
improve the achievement of U.S. students in
partnerships.
mathematics and science. Recent results
from international testing have raised the
consciousness of the American public about
The Department of Energy's STEM
the importance of establishing and meeting
Initiative
high standards in mathematics and science.
As the test results have made clear, too many
DOE plays an important role in science education due
of our schools are failing to provide the
especially to its premier national laboratories, which
instructional experiences that will enable our
have a history of staff working in cooperation with
students to achieve at the levels we should
the Nation's education system and other agencies. By
expect from them.
opening DOE's laboratories to students and teachers,
agency staff offer hands-on research opportunities and
By focusing our immediate attention on
technical support for developing Internet and other
improving performance for middle school
technical tools to enhance educational experiences.
mathematics, we will be able to give local,
The Department is in the process of creating a
State, and Federal educational agencies a
National Energy Laboratory Research Participation
target for action that is substantive, timely,
Program that will coordinate such activities across all
and sufficiently constrained that it is
DOE laboratories.
reasonable to anticipate progress. As well as
addressing an area of current concern, we can
Among the Department's goals for science,
develop models for future action across
technology, engineering and mathematics education,
disciplines and grades.
two are particularly relevant to this action strategy:
Develop Internet based education technologies for
The interagency cooperation stimulated by the
elementary through college students and faculty;
effort to produce this action strategy should
and
have a lasting impact on the effectiveness of
Enhance DOE's community outreach activities
Federal programs and activities that support
for education at its R&D facilities and sites.
improving achievement in mathematics and
science education. In addition to bringing the
DOE strongly supports the revitalization of
two agencies with the most extensive
educational activities consistent with its energy and
programming in this area together, the effort
defense missions. An effort is underway to coordinate
spurred further contact with other potential
the use of DOE resources in promoting the public's
Federal partners, both those that have a
understanding of science and ensuring a diverse
tradition of strong presence in mathematics
workforce for the Nation's science and technology
and science education and those that are new
infrastructure.
to such efforts.
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The effort has been particularly timely in
A New Federal Education Partnership
view of the growing interest among
Program
mathematicians, scientists and engineers, and
at the Department of Transportation
business and professional organizations in
helping K-12 schools to improve the
Magnetic levitation trains. highways that provide
performance of their students in mathematics
constant updates on traffic conditions ahead and
and science. The Department of Education,
geopositioning satellites that enable travelers to
with its links to State and local education
determine where they are anywhere on earth at any
agencies and community groups, and the
time: these are transportation "dreams" well on their
Federal science and technology agencies,
way to becoming realities. Such dreams can lead to
with their ties to mathematicians, scientists,
highly-paid jobs for those with the appropriate skills.
and engineers and their national professional
Too many students, ill-prepared for such jobs, must
organizations, can help make important
leave the dreaming to others.
connections to spur the development of
effective partnerships.
Through the new Garrett A. Morgan Technology and
Transportation Futures Program, the Department of
But the action strategy is only the beginning
Transportation (DOT) will stimulate public-private
of the effort. The interagency cooperation
partnerships to help students and their families
must continue and move to the substantive
understand the importance of mathematics and science
agenda of implementation. The Department
for future careers and to make math and science
of Education and the National Science
relevant and exciting for students inside and outside
Foundation are committed to meeting the
the classroom. Such partnerships will encompass
challenge of continuing cooperation so that
interagency collaboration, government-industry
their programs work in concert. They will
cooperation and community involvement. Sample
enable the development of appropriate
activities include:
mechanisms to keep other agencies and the
professional scientists, mathematicians and
With the Department of Education and its
engineers with whom they work actively
business and community partners, encouraging
involved in improving achievement in
the transportation community to participate in
mathematics and science education. Perhaps
the America Goes Back to School program, to
most importantly. they will keep the goal of
build support for mathematics, science, and
raising the achievement of all American
technology achievement.
students in mathematics and science at the
Helping to change public perceptions about the
forefront of their attention at a time when a
importance of studying mathematics and science
strong foundation in mathematics and science
by creating awareness of the wide variety of
for all students has never been more
exciting jobs in transportation that require those
important.
skills.
Building upon DOT's 300+ adopted schools to
provide mentors, tutors, career information, and
other forms of support for math literacy;
Encouraging staff to support student mathematics
achievement in their local communities, by
supporting summer, after-school and weekend
activities that help students learn or by serving as
"telementors," helping students with homework
over the Internet.
Bringing together private sector sponsorships and
expertise and nationally recognized teachers to
develop exciting materials with a transportation
focus for teaching mathematics, science, and
technology.
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APPENDIX 1
PRESIDENTIAL DIRECTIVE
March 6, 1997
MEMORANDUM FOR THE:
SECRETARY OF EDUCATION
DIRECTOR OF THE NATIONAL SCIENCE FOUNDATION
SUBJECT: Preparing Students to Meet National Standards of Excellence in Eighth Grade
Math and Improving Math and Science Education
Since the early 1980's, U.S. elementary and secondary school students have begun taking
tougher courses, and we are starting to see the results. National Assessment of Educational
Progress scores have improved in math and science, with gains in mathematics equal to at
least one grade level. On the SAT, average math scores are at their highest in 25 years,
even as the number and diversity of test-takers have increased. However, the eighth-grade
results of the 41-Nation Third International Math and Science Study (TIMSS), released this
fall, show that the U.S. is below average in math and just above average in science. That
isn't acceptable; in this technology-rich information era, our students need to perform much
better in both subjects, but especially in math, if they are to excel at higher level math and
science courses that are the gateway to college and to citizenship, productive employment,
and lifelong learning.
The first step in raising achievement is lifting expectations and setting high standards for
what students should know and be able to do. TIMSS, our National Assessment of
Educational Progress, and the standards developed by the National Council of Teachers of
Mathematics give us a solid framework to build on. Last month, to help parents and
teachers learn who needs help, what changes in teaching to make, and which schools need
to improve, I asked the Secretary of Education to develop a voluntary national test for
individual eighth-grade students based on widely-accepted, challenging national standards
in mathematics. The national test will be available to states and local school districts to give
to their students in the spring of 1999, and will measure whether students have reached a
high level of mathematics proficiency.
The primary responsibility for achieving high standards rests with students, teachers,
parents, and schools in local communities across America. However, it is imperative that
we work to ensure that federal resources support student success as well. We must ensure
that federal programs, research, and human resources are used as effectively as possible to
help improve teaching and learning.
Therefore, I direct the Department of Education and the National Science Foundation,
together with other agencies identified in cooperation with the Office of Science and
Technology Policy and the Domestic Policy Council, to develop an action strategy for
using key federal resources to assist states and local school systems prepare students to
meet challenging math standards in eighth grade, and for involving the mathematics,
scientific, and technical communities in support of these efforts.
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The action strategy should include recommendations for the use of federal resources to help
states, local school districts and schools to improve teaching, upgrade curriculum, integrate
technology and high-quality instructional materials into the classroom, as well as motivate
students and help them understand how math concepts are applied in the real world. The
strategy should identify significant federal programs, activities, and partnerships available
to improve teaching and learning, ensure that these resources are appropriately focused on
helping students reach challenging math standards, and determine how these resources can
best support state and local reforms. In developing this strategy, the inter-agency group
should review the current status of improvements in math education, and identify and
address critical areas of need, drawing on research and input from educators and
professional organizations.
Because teaching and learning in math and science are so integrally related, and because
success in both subjects is vitally important in this information era, the working group
should also review how federal resources and partnerships with other organizations can
help improve student achievement in science.
The working group should make its recommendations and submit its action strategy to me
within 90 days.
WILLIAM J. CLINTON
cc:
ASSISTANT TO THE PRESIDENT FOR DOMESTIC POLICY
ASSISTANT TO THE PRESIDENT AND DIRECTOR OF THE OFFICE OF
SCIENCE AND TECHNOLOGY POLICY
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APPENDIX 2
Voluntary National Tests in Reading and Math:
A Strategy to Master the Basics and Reach High Standards
Clear standards of achievement are essential to help instill the skills, American values, and
encouragement for hard work that our children need to succeed in school and in life.
Toward that end, meaningful standards for what students should be expected to learn and
achieve in the basic subjects of reading and mathematics are critical. Reading well by grade
4 and mastering mathematics -- including the foundations of algebra and geometry -- by
grade 8 are the gateways for further learning and achievement.
Parents need to know that students have mastered the basics no matter where they live or
move in this country. And they have the right to know how well their children are doing
compared with students in other schools, states, and countries. To help give parents this
information, the U.S. Department of Education is offering every state and school district
the opportunity to use voluntary national tests of 4th grade reading and 8th grade
mathematics, beginning in 2000.
These rigorous tests will provide parents, for the first time, scores for individual students,
measured against widely accepted national and international standards of excellence. Each
year, all test items will be released so that parents, teachers. and students can review all
aspects of performance, giving states, local communities, teachers and parents the kind of
accurate information they need to help students master basic and advanced skills and
strengthen academic performance. Most importantly, the tests can galvanize a national
effort to improve the odds for students and help ensure that all students master reading and
mathematics.
The tests will be modeled on the National Assessment of Educational Progress (NAEP) in
4th grade reading and 8th grade mathematics, and in the case of mathematics will be linked
to the Third International Mathematics and Science Study. The NAEP standards reflect a
national consensus of what students should know and be able to do when they reach these
crucial stages of learning.
The current NAEP is designed to assess how well a sample of students across the entire
nation and individual states perform in reading and mathematics. A very small percentage
of students participate in NAEP, and no parents know how their own children do on this
test. In contrast, the voluntary national tests will provide students, parents, and teachers
with meaningful scores to compare individual student performance to widely accepted
national and international standards and to identify students and schools that need extra
help. These standard measures of excellence will help parents hold schools accountable for
improved performance, help teachers and principals improve curriculum and instruction,
and give students a guide for charting their own progress.
The National Assessment Governing Board (NAGB) is responsible for the development of
the tests. NAGB is a bipartisan, independent board created by Congress to oversee the
NAEP. NAGB will seek guidance in test development from a wide range of sources,
including the most successful mathematics and reading teachers, parents, governors, and
local and state education, civic and business leaders. Individual test scores will not be
collected by the federal government; state and local school districts will decide how to use
the data. Each test will require approximately 90 minutes of total testing time. States and
school districts can administer the tests as part of their local testing programs.
A2-1
DEC-31-1997 12:48
NSF-DIRECTORS OFFICE
703 306 0109 P.01/03
AMERICAL
SCIENCE
ON
National Science Foundation
Office of the Director
4201 Wilson Boulevard
Room 1205
Arlington, Virginia 22230
Phone: 703-306-1018
Fax 703-306-0109
Date:
12/31/97
To:
BILL KINCAID
Fax No.:
202-456-5581
From:
JUDY SUNLEY
Pages:
3
(Including Cover Sheet)
Comments:
AS PER OUR PHONE CONVERSATION.
Please call the number above if you experience transmission problems.
DEC-31-1997 12:48
NSF-DIRECTORS OFFICE
703 306 0109 P.02/03
SC: ESR program others
NATIONAL SCIENCE FOUNDATION
4201 WILSON BOULEVARD
ARLINGTON, VIRGINIA 22230
OFFICE OF THE
ASSISTANT DIRECTOR
December 11, 1997
FOR EDUCATION AND
HUMAN RESOURCES
Mrs. Yvonne W. Larsen
President, California State Board of Education
721 Capitol Mail, Room 532
Sacramento, CA 95814
Dear Mrs. Larsen:
California appeared poised to make an important contribution to the national discussion regarding
the appropriate balance of mathematical problem-solving, procedural skills, and critical thinking
with the September, 1997 proposal of the Commission for the Establishment of Academic
Performance and Content Standards. Instead, the decision last week by the California State
Board of Education, with little or no public input, to adopt alternative standards vacates any
serious commitment to elevating problem-solving and critical thinking skills in K-7 mathematics
standards. The Board action is, charitably, shortsighted and detrimental to the long-term
mathematical literacy of children in California.
The wistful or nostalgic "back-to-basics" approach that characterizes the Board standards
overlooks the fact that the approach has chronically and dismally failed. It has excluded
youngsters from engaging in genuine mathematical thinking and therefore true mathematical
learning, and has produced a disproportionately mathematically illiterate citizenry.
The National Science Foundation currently maintains a portfolio exceeding $50 million in awards
to six public school systems in California (East Side Union, Fresno, Los Angeles, Oakland,
Paramount, San Diego). These districts are undertaking systemic initiatives to offer their students
much greater opportunities to learn and achieve in high-quality, rigorous, mathematics and
science. These awards, though only moving into their second and third years of implementation,
are beginning to stimulate significant gains in mathematics and science achievement. A growing
body of research also shows significant learning gains elsewhere. You must surely understand
that the Foundation cannot support individual school systems that embark on a course that
substitutes computational proficiencies for a commitment to deep, balanced, mathematical
learning.
We view the Board action in California with grave disappointment and as a lost opportunity for
the cities we support indeed, for the entire state. We have followed the debate closely. We
Telephone (703) 306-1600
FAX (703) 306-0399
DEC-31-1997 12:49
NSF-DIRECTORS OFFICE
703 306 0109 P.03/03
obviously share your stated interest in improving the rigor of the mathematics instruction in the
state. We disagree, decisively, with the Board's decision to systematically remove components
from the standards that focus on problem solving and other elements of the rigorous and powerful
use and learning of mathematics.
Sincerely,
Luther S. with
Luther S. Williams
Assistant Director
cc: Delaine Eastin
Superintendent for Public Instruction
TOTAL P.03