Education Report Reflects Gains in Science and Math Achievement

Last week, the Department of Education’s National Center for Education Statistics released its annual report, entitled “The Condition of Education, 1995.” The 518-page document looks at educational trends in the United States over the decade since the 1982 publication of the groundbreaking report, “A Nation At Risk.” The introductory statement by Emerson Elliott, Commissioner of Education Statistics, highlights the following trends related to math and science education (the notation "//" means separate paragraphs have been combined to save space):

“In the 12 years since `A Nation At Risk’ advocated tougher course requirements for high school graduation, states and students have responded dramatically. High school graduates are taking more courses overall, particularly academic courses. The proportion of students completing the recommended core courses in English, math, science, and social studies has increased, and a greater percentage is taking Advanced Placement (AP) courses.// In addition, more students are taking algebra, geometry, trigonometry, and calculus as well as advanced science courses, including chemistry and physics....”

“It is also encouraging to see these improvements in high school course taking reflected in gains in mathematics and science achievement. Between 1982 and 1992, the mathematics and science proficiency scores of 17-year-olds on the National Assessment of Educational Progress (NAEP) increased (9 points on each assessment)....”

“As a nation, we put great value on mathematics and science. Recently, this is evident in Goal 5 of the National Education Goals: `U.S. students will be first in the world in science and mathematics achievement.’ Although, as noted above, the mathematics and science scores of U.S. students have increased since the early 1980s, they remain low compared to their counterparts in many other countries...."// “It is also worrisome that despite a narrowing in the white-minority gap in achievement during the 1980s, particularly in mathematics, recent data raise the possibility that the gap is no longer closing....”

Other science trends noted in the report include:

“In 1992, average science achievement was higher at all three age levels than in 1982.... In addition, the gap between male and female scores at ages 13 and 17 has decreased.”

“The number of bachelor’s degrees earned in the science and engineering fields peaked in the mid-1980s, representing 22 percent of the total number of bachelor’s degrees conferred in 1986. Since then, the number of science and engineering degrees conferred has fallen, reaching 16 percent of total bachelor’s degrees conferred in 1992."// “The number of science and engineering master’s and doctor’s degrees conferred grew faster than the total number of master’s and doctor’s degrees between 1981 and 1992. However, in 1992, science and engineering master’s and doctor’s degrees made up approximately the same percentage of total degrees as they did in 1971.”

“The Condition of Education, 1995,” NCES 95-273 (ISBN 0-16-048181-3) can be purchased from the Government Printing Office at (202) 512-1800.