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.
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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[Section VII]
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[Appendix 2]