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Last Updated -- July 24, 1997, (nwr)
Speeches and Testimony
I am pleased to be here, along with National Science Foundation Director Neal Lane, to testify about our efforts to improve math, science and technology education.
In this internationally competitive Information Age, our Nation's economic future depends in large part on American workers' proficiency in math, science and technology. The knowledge content of work is increasing, and education -- particularly in these key areas -- is essential to maintaining a competitive edge. For example, the growth of the high-tech industry has been a powerful boost to the American economy. However, the continued growth of the industry will depend on skilled and knowledgeable workers. As you are aware, the Information Technology Association of America recently issued a report estimating that there are 190,000 high tech jobs going unfilled because companies cannot find applicants with the needed math, science and technology skills. This shortage is not just in the high tech industry. Another example of the increasing math, science and technology skills needed by today's workplace can be found in the work of the National Skills Standards Board. When it commissioned pilot projects to outline baseline skills in 12 industry sectors, 11 of the 12 recommended some form of advanced mathematics proficiency, such as trigonometry or geometry.
The recent results of the Third International Mathematics and Science Study confirm that our students are not learning the more advanced mathematics necessary for the new economy. TIMSS shows that U.S. students are generally learning the basics of mathematics, scoring above the international average at the 4th grade. However, by eighth grade U.S. students score below the international average. One reason for this is our low expectations for our students. While our students tend to study and re-study arithmetic up through 7th or 8th grade, in high-performing nations students in these grades move from mastering arithmetic to using it in complex problems and learning the foundations of algebra, geometry, measurement, probability, and statistics.
Local schools, school districts and States are working hard to strengthen math, science, and technology education, aided by the National Science Foundation and the Department of Education. For example, most States have developed mathematics standards, most of them based on the challenging voluntary standards introduced by the National Council of Teachers of Mathematics in 1989. Some States are also far along in the process of aligning their assessments, teacher preparation and professional development to those standards. The Department's Eisenhower Professional Development Program, our largest program focused primarily on math and science, provides flexible formula funding that States and school districts are using to support a wide array of professional development activities tied to State standards. In addition, states and school districts are using funds under Goals 2000 and the Title I program to help students reach high standards in mathematics. And, we are seeing some progress. Mathematics achievement on the National Assessment of Educational Progress has risen slightly for all three grades measured. Between 1990 and 1996, on a 500 point scale scores rose 11 points for 4th graders, 9 points for 8th graders and 10 points for 12th graders.
While this success is encouraging, more is necessary if we are to meet the challenges we face. That is why the President has proposed voluntary national tests in reading at fourth grade and mathematics at eighth grade. Let me take just a minute to explain the thinking behind these two voluntary tests, particularly the mathematics test at the 8th grade. My sense is that too many people just do not have any idea of what students should know and be able to do in mathematics. That is why we -- parents, citizens, business leaders, and educators -- allow our students to be short-changed and given a much less advanced curriculum than students in other nations. And that is why so many students enter high school unprepared to take the higher-level math and science courses that are the gateway to college and good careers. The voluntary national test will supply clear and concrete understandings of what students should know and what world-class performance looks like at the 8th grade.
The strong performance of our students at 4th grade in TIMSS shows that our students can do as well as any others in the world. Up until fourth grade, our expectations and curriculum are essentially the same as those in other nations -- we, like other nations, expect our students to master arithmetic. I believe that if we raise our expectations of what students can do in 5th, 6th, 7th and 8th grade, and upgrade curriculum and improve instruction, our 8th graders will also perform near the top of the international rankings.
While the test will be important in raising the bar of expectations, it cannot stand on its own. The mathematics test must be a focal point of a national effort that engages parents, educators, State and local leaders, business, professional, mathematics and scientific organizations in an all-out effort to help ensure that, by 8th grade, all students master challenging mathematics.
In order to create a framework for this national effort, and to determine what role our agencies and other federal agencies can best play, and how we can best work with outside partners, the President asked Director Lane and me to convene an interagency working group to develop an action strategy for improving achievement in mathematics and science. We have done so, and I am pleased to say that after meeting with 11 other agencies, consulting with key organizations and reviewing current federal programs and activities, the working group will soon complete that strategy.
The strategy identifies three key areas for national as well as federal focus: (1) equipping teachers with the skills and knowledge to teach challenging mathematics content effectively; (2) aiding the implementation of high-quality curriculum based on high standards; and (3) building public understanding of what challenging mathematics looks like and gaining public support for improving student achievement toward high standards. In each area, the strategy lays out specific steps the two agencies will take in concert to achieve these aims. A key element of the strategy is to make best use of the strengths of the two agencies' programs. As you know, the Department of Education generally provides flexible support for improving teaching and learning, coupled with technical assistance, while the National Science Foundation has a portfolio of programs targeted on math, science and technology education. The strategy combines those strengths. It will help those involved in upgrading mathematics teaching and learning through the Department of Education's programs to accelerate their efforts by drawing on NSF's more targeted programs. Let me give you just two examples.
As you know, Title I of the Elementary and Secondary Education Act, funded at over $7 billion, is the Federal Government's largest elementary and secondary education program. It provides funds to States and school districts by formula to help educationally disadvantaged students, especially those in high-poverty schools, learn to high standards. While almost half of the 9 million students participating in Title I receive some mathematics instruction through the program, historically much of that instruction has been remedial and not linked to high standards. We began to change that with the reauthorization of Title I in 1994, which emphasized holding Title I students to the same high standards as other students. Given NSF's emphasis on high-quality standards-based education in math and science for all students, it is natural for them to work with us to help effect this change by providing incentives for States and school districts to upgrade mathematics instruction in Title I schools. This effort will also expand the reach of NSF's programs by leveraging other funds. To launch this effort, the two agencies will bring together State and local leaders of Title I, the NSF State, urban and rural systemic initiatives, and other programs to set the stage for more coordinated efforts. We are also working closely together to provide good information to Title I schools about ways to use Title I to support high-quality mathematics education.
Another example concerns curriculum. As you know, the Department is generally barred by law from developing or requiring any specific curriculum. But we can provide information that helps educators make intelligent choices among all the different instructional materials, including software, that are available. We have convened an expert panel -- including representation from NSF -- that is reviewing mathematics curriculum materials and will identify which are exemplary or promising. NSF is undertaking a complementary effort to provide guidance and assistance to schools in implementing new curriculum materials. We and NSF will then work closely together to ensure that schools have full access to this information. For example, we will ask the Eisenhower Consortia -- the Department's 10 regional math and science technical assistance providers -- to disseminate this sort of good information about quality materials and best practices from both agencies.
As you can see, putting into practice this interagency action strategy will require on-going coordination. We are already making that a reality. My staff has already been meeting with NSF staff to ensure that our 1998 and 1999 program and budget priorities are complementary.
You have also asked me to speak about the President's technology initiative. There is no question that preparing our students for the 21st century includes improved academic skills and problem-solving capabilities. Today's technologies are essential resources to carry out these tasks --- to engage students in a broader and deeper study of all subject matter areas, especially science and mathematics, and to acquire the technological skills of the Information Age.
Increasing access to appropriate technology and high-quality software and ensuring that teachers have the training to use it effectively in the classroom is a top priority. Our surveys show that schools' access to the Internet has increased by 15 percent each of the past three years, up to 65% of schools currently. However, only 14 percent of classrooms have access and only 1 out of every 5 teachers is using advanced telecommunications for teaching. In more than half the schools in the nation, teachers have to learn about technology on their own.
Nevertheless, we are making progress in these efforts through the Technology Literacy Challenge Fund, a 5-year, 2-billion-dollar effort to help States implement comprehensive strategies to address the goals of the President's Technology Challenge. I am pleased to tell you that all 50 States applied for and were approved for the first round of funding this year ($200 million). In addition, the Technology Challenge Innovation Grants is a demonstration effort that supports consortia of schools, industry, higher education and others in creating cutting-edge and compelling applications of computer and telecommunications technology in math, science and other critical areas of the curriculum. This program has generated an unprecedented response, and we expect to award a third round of grants shortly, bringing the number up to more than 60. The President's FY1998 budget request doubles the funding for these two programs, with $75 million for the challenge grants and $425 million for the technology fund.
Finally, the new E-rate provisions of the Telecommunications Act should have a powerful impact on schools' access to information technology. To help ensure that it is used to its full potential, we are working with the FCC, education and library groups and The National Telecommunications and Information Administration at the Department of Commerce to develop recommendations on effective implementation. This new E-rate is so important that I have sent information about it to every school superintendent in America and we are working closely with the Departments of Commerce and Agriculture to provide additional technical assistance to rural and poor schools. The Department's six Regional Technology Education Consortia are playing an important role in helping schools take full advantage of the E-rate. The E-rate, combined with our programs, will go a long way in bringing the powerful tools of technology to teachers and students across America.
Working with the States and local communities, engaging the private sector as partners, focusing on high standards for all students, and working with families to build stronger connections between home and school is the way we must proceed. We must expect more of our students in mathematics and science, we must give our teachers the opportunities to improve and change the way they teach, and we must use technology effectively.
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