Mathematics and Science Learning and School Reform: Mobilizing for a Unified Agenda - Carnegie-IAS Commission

Mathematics and Science Learning and School Reform: Mobilizing for a Unified Agenda -  Carnegie-IAS Commission 

http://opportunityequation.org/report/related-reports

The Carnegie-IAS Commission endorses a unified agenda involving fundamental school system reform and a rigorous overhaul of mathematics and science education. Our analysis suggests that those efforts are mutually dependent—that math and science learning will rise only if schools and instruction change profoundly, but also that schools are much more likely to improve if they tap the motivating power of science and math learning. Within that framework, the Commission’s findings are consistent with those of several influential recent reports:

The Economic Impact of the Achievement Gap in America’s Schools. 2009. McKinsey & Company.

• Highlights the significant and negative correlation between educational achievement gaps and national GDP. The data presented in this report underscore the dual national needs—and supports Commission recommendations—to close achievement gaps and raise achievement for all students to meet and exceed international benchmarks.

Benchmarking for Success. 2008. National Governors Association, Council of Chief State School Officers, Achieve.

• Addresses challenges and promising solutions to combat the international achievement gap. Findings in support of common and rigorous standards, better assessments, and improved human capital management with a focus on recruiting, training, and retaining the best teachers are particularly aligned with the Commission’s recommendations.

Fostering Learning in a Networked World. 2008. National Science Foundation Task Force on Cyberlearning.

• Analyzes the challenges of preparing students with 21st century levels of understanding of technology and science. its support for improved professional development for teachers around the use of technology, and for increased and strategic deployment of technology and instructional tools in the classroom, are particularly coherent with the Commission’s recommendations.

Foundations for Success. 2008. National Mathematics Advisory Panel.

• Addresses the challenges of math achievement in the united States and highlights inter- national achievement gaps in this area. its support for improved and targeted recruitment of teachers and for the implementation of fewer, clearer, higher standards align with the Commission’s recommendations.

Out of Many, One. 2008. Achieve, Inc.

• Presents an analysis of the college- and career-ready standards for english and mathematics in a selection of states. The findings, in alignment with Commission recommendations, recognize that “there is fundamental knowledge in english and mathematics that all graduates must know to succeed and that is not bound by state lines” and thus support common, rigorous, college- and career-ready standards for all students.

Building a STEM Agenda. 2007. National Governors Association.

• Highlights the challenges of supporting American global competitiveness and innovation, particularly in light of the fact that U.S. 12th and 8th grade students score below the OECD average on tests of math and science. Its recommendations for a multi-pronged strategy to spur improvement—including common, rigorous, and internationally benchmarked standards and aligned assessments; improved management of human capital with attention to STEM capacity; and improved accountability systems to track achievement— align with the Commission’s recommendations.

Rigor at Risk. 2007. ACT.

• Highlights the negative impact of multiple and often low standards across high school core courses and the resulting depression of college readiness among far too many graduates. its support for increased alignment between high school and college-level standards as a necessary component for raising achievement is coherent with the Commission’s recommendations in this area.

Taking Science to School. 2007. National Research Council.

• Highlights the need to bring a much broader cohort of students to much higher levels of achievement in science. its support for common and rigorous standards and aligned assessments and for targeted professional development in science teaching cohere with the Commission’s focus on bringing all students to much higher levels of science knowledge and understanding and producing a STEM-literate citizenry.

Tough Choices or Tough Times. 2006. National Center on Education and the Economy.

• Considers the need to build student knowledge and skills to meet the needs of the 21st century global labor market. its view that these skills are new, increasingly cognitive, and analytic and support for innovations in recruitment of teachers and in design and delivery of schools cohere with the Commission’s recommendations in these areas.

Rising Above the Gathering Storm. 2005. National Research Council.

• Emphasizes the need to significantly improve science and technology capacity to maintain and increase national innovation. its recommendations in support of dramatic increases in recruitment (and corresponding incentives) of science and math teachers, enlarging the STEM pipeline across high school and college, and increasing participation and retention in higher education STEM fields are all coherent with the Commission’s recommendations.

Engaging Schools: Fostering High School Students’ Motivation to Learn. 2004. National Research Council.

• Stresses the importance of organizing secondary schools to promote student engagement, especially for urban students. Its emphasis on structuring all aspects of school—including curriculum, instruction, and school organization—to engage students cognitively and emotionally is consistent with the Commission’s recommendations for school design.

Adding It Up. 2001. National Research Council.

• Addresses the need to bring many more students to much higher levels of math achievement. its recommendations regarding improved, capacity-driven standards and corresponding instructional and curricular reforms support the Commission’s recommendations in these areas.