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ERIC Number: ED342679
Record Type: Non-Journal
Publication Date: 1992-Jan
Pages: 19
Abstractor: N/A
Reference Count: N/A
Has Science and Mathematics Education Improved since "A Nation At Risk"? Trends in Course Enrollments, Qualified Teachers, and Student Achievement. Science and Mathematics Indicators Project.
Blank, Rolf K.; Engler, Pamela
This paper draws on new data from four recent surveys, and outlines national and state indicators on three key questions concerning progress in science and mathematics education: (1) Are students receiving more instruction in science and mathematics now than 10 years ago? (2) Has the supply of qualified teachers in science and mathematics improved? and (2) Are students learning more science and mathematics? Data and findings from the national transcript studies of high school graduates conducted by the National Center for Education Statistics (NCES), the National Assessment of Education Progress (NAEP) assessments in science and mathematics, the Council of Chief State School Officers' State Indicators of Science and Mathematics Education, and the NCES Schools and Staffing Survey were used to address these questions. The analyses show that some improvements have been made in all three areas. High school course enrollments in science and mathematics have risen significantly. Scores on the NAEP science and mathematics assessments have increased since 1982, particularly for students at ages 9 and 17; however, the level of student proficiency is still too low. In mathematics, U.S. students score below the level of proficiency that is expected for their age and grade level. There is wide variation by state in course enrollments and student achievement. Most states have not experienced shortages of science and mathematics teachers but this general picture can mask shortages of teachers with strong preparation in science and mathematics as well as greater teacher shortages in school with more poor and minority students. (45 references) (KR)
Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431 ($2.00 per copy, prepaid).
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Council of Chief State School Officers, Washington, DC. State Education Assessment Center.