AAPM, AAPT, AAS, AIP, APS, and AVS Endorse Education Statement

There has been considerable discussion about the state of mathematics and science education in America. The American Institute of Physics and five of its Member Societies - American Association of Physicists in Medicine, American Association of Physics Teachers, American Astronomical Society, The American Physical Society, and the American Vacuum Society - have joined 41 other science, mathematics, and engineering organizations in endorsing the following statement sent to all Members of Congress and the President:

INTERSOCIETY STATEMENT ON THE EISENHOWER PROFESSIONAL DEVELOPMENT PROGRAM

June 1997

“The science, mathematics, and engineering community urges you, as you work on the FY 1998 budget, to reaffirm the nation’s commitment to top-quality science and mathematics education by maintaining the mathematics and science focus within the U.S. Department of Education’s Eisenhower Professional Development Program. The Eisenhower Program is a crucial source of support for the teachers working on the front lines to meet the challenges we face in science and mathematics education:

* President Clinton has called upon the nation’s students, teachers, parents, and schools to increase expectations and improve results in mathematics and science education. He has directed the National Science Foundation and the U.S. Department of Education jointly to develop action strategies for assisting states and local school systems in accelerating their efforts (March 6, 1997, memorandum to Secretary of Education and Director of National Science Foundation). Much of the burden for improved student achievement will fall on the teachers of mathematics and science.

* To produce further significant increases in student performance, educators must have the knowledge and skills necessary to teach challenging content in science and mathematics. Preliminary findings of the Third International Mathematics and Science Study (TIMSS) suggest that weaker U.S. performance is traceable in part to a lack of depth in what is taught. Yet, the National Science Foundation’s Indicators of Science & Mathematics Education - 1995 reports that, of elementary teachers surveyed, many did not feel “very well qualified” to teach science (74%) and math (40%).

* Despite improvements made since the late 1970s in average mathematics and science scores on our National Assessment of Educational Progress, initial TIMSS data seem to indicate that U.S. student achievement remains relatively low compared to our international counterparts. TIMSS revealed that 8th grade U.S. students perform at the international average in science and below average in mathematics.

“Clearly, professional development efforts in mathematics and science must be stepped up nationwide. The Eisenhower Program has been a key factor in improvements made in mathematics and science education over the last decade, often serving as the primary source of professional development funds in science and mathematics.

“We cannot settle for average. Mathematical and scientific knowledge - and the ability to use it - is essential for competing in a global economy. This education is young people’s ticket to the future. We as a nation must do all we can to further the gains the American education system has begun to make. Maintaining professional development support for science and mathematics teachers is a central component for achieving this goal.

“We urge you to make science and mathematics teacher professional development a strong and continuing priority and to preserve the mathematics and science focus of the Eisenhower Professional Development Program.”

The Eisenhower program is one of the major federal programs supporting mathematics and science education. In its FY 1998 budget request to Congress, the Department of Education stated:

“The Eisenhower State Grants program provides funding to States and school districts to support professional development in all the core academic subjects, with the first $250 million focused on mathematics and science. The emphasis is on sustained and intensive high-quality development experiences that are tied to the everyday life of a school and that support continuous improvement in teaching and learning. The program gives schools the flexibility to set their own staff training and development priorities. The request would help increase the number of well-prepared teachers, including those from under represented groups, in the core academic subjects.”

The Administration is seeking $360 million, an increase of $50 million over this year.

Funding for this program will be provided in the FY 1998 Labor, Health and Human Services, and Education Appropriations Bill. Rep. John Edward Porter (R-Illinois) and Senator Arlen Specter (R-Pennsylvania) are the chairmen of the appropriations subcommittees with jurisdiction over this legislation. During the last two years, the Senate has been unsuccessful in passing its own version of this bill, with funding eventually being provided through omnibus legislation. This appropriation tends to be a very contentious because of disputes over abortion funding and other social programs.