logging in or signing up Math for America SD - What's at Stake? bfedwards Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 45 Category: Entertainment License: All Rights Reserved Like it (0) Dislike it (0) Added: January 20, 2010 This Presentation is Public Favorites: 0 Presentation Description Key facts about the grim reality of math achievement in the U.S. today, why turning this around is critical to our economy and our future, and recommendations for addressing the problem. 5:10 in length Comments Posting comment... Premium member Presentation Transcript What’s at Stake?The Critical Importance of Mathematical LiteracyMusic from “Akhnaten” by Phillip Glass : What’s at Stake?The Critical Importance of Mathematical LiteracyMusic from “Akhnaten” by Phillip Glass Slide 2: “The critical lack of technically trained people in the United States can be traced directly to poor K-12 mathematics and science instruction.” -National Academies, 2005 Slide 3: There’s plenty of evidence. Slide 4: In a comparison of the mathematics literacy of 15 year olds from 30 industrialized countries… Slide 5: … the U.S. ranked 25th. - National Center for Education Statistics, 2006 and 2007 Slide 6: “By the time they reach their senior year [in high school], even the most advanced U.S. students perform at or near the bottom on international assessments.” -National Science Board, 2006 Slide 7: At or near the bottom! Slide 8: And, within the United States? How does California fare? Slide 9: 2009 NAEP results in math: California students only scored better than Alabama and Mississippi. Results for California’s “minority” populations are particularly alarming. Below Proficient on Math CST 2008Latino students 67%African Americans 72% : Results for California’s “minority” populations are particularly alarming. Below Proficient on Math CST 2008Latino students 67%African Americans 72% CST NAEP TIMSS : CST NAEP TIMSS Whatever the measure, the scale, the scope, students are not learning mathematics. CAHSEE PISA Slide 12: The quality of the teacher is always predictive of a student’s success. So, how good are our math teachers? Slide 13: “More than one third of all new teachers leave the profession within 3 years and one half leave within five years.” - National Science Board, 2006 Slide 14: In 2008-09, 24% of California’s math teachers were out-of-field, underprepared, or inexperienced. Center for Future of Teaching and Learning, 2009 Slide 15: Moreover, excellent teachers are not equitably distributed. Slide 16: The state’s highest minority schools have four times as many underprepared teachers as the lowest minority schools. Center for Future of Teaching and Learning, 2009 Slide 17: It’s no wonder our students aren’t prepared for college. Slide 18: According to the National Center for Education Statistics (2008), 30 percent of all incoming college freshmen require some form of remediation courses. U.S. students are not majoring in STEM fields. : U.S. students are not majoring in STEM fields. Undergraduate Degrees in STEM Fields Japan 66% China 59% U.S. 32% - Chronicle of Higher Education, 2005 Slide 20: The result? “The erosion of America's competitive edge in the world marketplace” - Business-Higher Education Forum, 2006 Slide 21: “Changing workforce requirements mean that new workers will need ever more sophisticated skills in science, mathematics, engineering and technology.” - National Science Board, 2006 Slide 22: “In the next ten years, employment in science and engineering occupations will grow 70 percent faster than the overall growth for all occupations.” - Business Roundtable, 2008, Source: Bureau of Labor Statistics Slide 23: And in California? Computer and mathematical occupations will grow the most quickly. - CA Council on Science & Technology, 2009 Source: Bureau of Labor Statistics Slide 24: So, what’s at stake? Our future. Slide 25: Math and science are the keys to innovation and power in today’s world. -Thomas Friedman The World is Flat , 2005 Slide 26: “Failure to change the status quo places America’s future economic and technological leadership at risk.” -Business Roundtable, 2008 Slide 27: “The U.S. leadership in science and technology is at risk unless high schools do more to train and nurture a whole generation of young American scientists, engineers, and mathematicians.” - Public Agenda, 2006 Slide 28: Pretty grim. Slide 29: But there’s some good news. Slide 30: We KNOW what is needed. Slide 31: We need to… Increase the number and improve the quality of new STEM teachers Pay STEM teachers more : Pay STEM teachers more “Compensate teachers of mathematics, science and technology comparably to similarly trained professionals in other economic sectors.” - National Science Board, 2006 Slide 33: Offer focused, ongoing, site-based and discipline-specific professional development for all teachers Slide 34: Ensure each new teacher has a mentor and professional support at their school site Slide 35: Connect new teachers to a community of professionals Slide 36: We know what is needed. But do we have the courage and the capacity to make the changes? Slide 37: “What we need now are leaders—individuals and organizations—who share this vision for transforming teaching and learning in science and mathematics, and who are ready to commit to help make it happen.” -Business-Higher Education Forum, 2007 Slide 38: Please join Math for America San Diego as we work to transform mathematics education in our region. www.mathforamerica.org/sandiego You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Math for America SD - What's at Stake? bfedwards Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 45 Category: Entertainment License: All Rights Reserved Like it (0) Dislike it (0) Added: January 20, 2010 This Presentation is Public Favorites: 0 Presentation Description Key facts about the grim reality of math achievement in the U.S. today, why turning this around is critical to our economy and our future, and recommendations for addressing the problem. 5:10 in length Comments Posting comment... Premium member Presentation Transcript What’s at Stake?The Critical Importance of Mathematical LiteracyMusic from “Akhnaten” by Phillip Glass : What’s at Stake?The Critical Importance of Mathematical LiteracyMusic from “Akhnaten” by Phillip Glass Slide 2: “The critical lack of technically trained people in the United States can be traced directly to poor K-12 mathematics and science instruction.” -National Academies, 2005 Slide 3: There’s plenty of evidence. Slide 4: In a comparison of the mathematics literacy of 15 year olds from 30 industrialized countries… Slide 5: … the U.S. ranked 25th. - National Center for Education Statistics, 2006 and 2007 Slide 6: “By the time they reach their senior year [in high school], even the most advanced U.S. students perform at or near the bottom on international assessments.” -National Science Board, 2006 Slide 7: At or near the bottom! Slide 8: And, within the United States? How does California fare? Slide 9: 2009 NAEP results in math: California students only scored better than Alabama and Mississippi. Results for California’s “minority” populations are particularly alarming. Below Proficient on Math CST 2008Latino students 67%African Americans 72% : Results for California’s “minority” populations are particularly alarming. Below Proficient on Math CST 2008Latino students 67%African Americans 72% CST NAEP TIMSS : CST NAEP TIMSS Whatever the measure, the scale, the scope, students are not learning mathematics. CAHSEE PISA Slide 12: The quality of the teacher is always predictive of a student’s success. So, how good are our math teachers? Slide 13: “More than one third of all new teachers leave the profession within 3 years and one half leave within five years.” - National Science Board, 2006 Slide 14: In 2008-09, 24% of California’s math teachers were out-of-field, underprepared, or inexperienced. Center for Future of Teaching and Learning, 2009 Slide 15: Moreover, excellent teachers are not equitably distributed. Slide 16: The state’s highest minority schools have four times as many underprepared teachers as the lowest minority schools. Center for Future of Teaching and Learning, 2009 Slide 17: It’s no wonder our students aren’t prepared for college. Slide 18: According to the National Center for Education Statistics (2008), 30 percent of all incoming college freshmen require some form of remediation courses. U.S. students are not majoring in STEM fields. : U.S. students are not majoring in STEM fields. Undergraduate Degrees in STEM Fields Japan 66% China 59% U.S. 32% - Chronicle of Higher Education, 2005 Slide 20: The result? “The erosion of America's competitive edge in the world marketplace” - Business-Higher Education Forum, 2006 Slide 21: “Changing workforce requirements mean that new workers will need ever more sophisticated skills in science, mathematics, engineering and technology.” - National Science Board, 2006 Slide 22: “In the next ten years, employment in science and engineering occupations will grow 70 percent faster than the overall growth for all occupations.” - Business Roundtable, 2008, Source: Bureau of Labor Statistics Slide 23: And in California? Computer and mathematical occupations will grow the most quickly. - CA Council on Science & Technology, 2009 Source: Bureau of Labor Statistics Slide 24: So, what’s at stake? Our future. Slide 25: Math and science are the keys to innovation and power in today’s world. -Thomas Friedman The World is Flat , 2005 Slide 26: “Failure to change the status quo places America’s future economic and technological leadership at risk.” -Business Roundtable, 2008 Slide 27: “The U.S. leadership in science and technology is at risk unless high schools do more to train and nurture a whole generation of young American scientists, engineers, and mathematicians.” - Public Agenda, 2006 Slide 28: Pretty grim. Slide 29: But there’s some good news. Slide 30: We KNOW what is needed. Slide 31: We need to… Increase the number and improve the quality of new STEM teachers Pay STEM teachers more : Pay STEM teachers more “Compensate teachers of mathematics, science and technology comparably to similarly trained professionals in other economic sectors.” - National Science Board, 2006 Slide 33: Offer focused, ongoing, site-based and discipline-specific professional development for all teachers Slide 34: Ensure each new teacher has a mentor and professional support at their school site Slide 35: Connect new teachers to a community of professionals Slide 36: We know what is needed. But do we have the courage and the capacity to make the changes? Slide 37: “What we need now are leaders—individuals and organizations—who share this vision for transforming teaching and learning in science and mathematics, and who are ready to commit to help make it happen.” -Business-Higher Education Forum, 2007 Slide 38: Please join Math for America San Diego as we work to transform mathematics education in our region. www.mathforamerica.org/sandiego