ERIC Number: ED395827
Record Type: Non-Journal
Publication Date: 1996-Jan
Reference Count: N/A
Indicators of Science and Mathematics Education 1995.
National Science Foundation, Arlington, VA.
This document focuses on information regarding student proficiency, curricula, learning environments, and demographics at the elementary, secondary, and postsecondary level that has been gathered through 1993. The data presented here are extracted from existing studies and surveys of education. After an introductory chapter, chapter 2 provides an update on the achievement of students, looking at overall changes in achievement and differences by sex, race and ethnic origin, and region. Chapter 3 considers the characteristics of the elementary and secondary educational system, examining the adequacy of teachers, curricula, and resources in light of what the science and mathematics standards have presented as a guiding vision for science and mathematics instruction. Chapter 4 looks at postsecondary education and considers how well the system is producing students who are adequately prepared for the science, engineering, and technology workforce. Equity is examined in terms of scientific literacy and U.S. students are compared with students from other nations. Chapter 5 contains additional reflections on what the present system of indicators does not say. This chapter returns to policy issues and suggests critical themes that researchers should pursue in the future. A review of major reports recommending an indicator system for monitoring science and mathematics education is presented in the Postscript. Approximately 40 percent of the document consists of appendix tables corresponding to each chapter. (JRH)
Descriptors: Academic Achievement, Curriculum, Educational Environment, Educational Trends, Elementary Secondary Education, Ethnic Groups, Higher Education, Mathematics Education, Science Education, Sex Differences, Tables (Data)
National Science Foundation, Directorate for Education and Human Resources, 4201 Wilson Blvd., Arlington, VA 22230.
Publication Type: Numerical/Quantitative Data; Information Analyses
Education Level: N/A
Authoring Institution: National Science Foundation, Arlington, VA.