Preparing Mathematics and Science Teachers: Significant Issues and Priorities for California Susan Hackwood California Council on Science and Technology March 2, 2006 Experts recognize the problem Many people assume that the United States will always be a world leader in science and technology, [but] this may not continue to be the case We fear the abruptness with which a lead in science and technology can be lost -- and the difficulty of recovering a lead once lost, if indeed it can be regained at all. -The National Academies Rising Above the Gathering Storm 2005 California: a serious situation America's science and math education system a major problem, especially acute for an S&T leader such as California. 2003, CA economy was the fifth largest in the world - now slipping China (including Hong Kong) is catching up. Forty years ago, public education system was the envy of the nation and world Today, CA ranks Bottom quartile of bachelor's degrees conferred per 1, to 24 year olds 72% of high school graduates took biology, 39% chemistry; 18% physics; 13 percent took earth science. Source CFTL CCST teamed with The Center for the Future of Teaching and Learning: Excellent source of data Establishing demand.. In 2004, California hired 4,135 math and science teachers (18% of all new hires) However, it produced only 1,466 secondary math and science credentials (7% of credentials produced) Even if state doubled production, would fall short of demand by 1,000 teachers Rise in retirements likely to exacerbate problem over next 10 years Next, hope... CCST creates effective partnerships Business and University -- now augmented by: National Academies Cal TAC Federal Laboratory Affiliates Examples: Lawrence Livermore: Collaboration with 816 faculty (half from California), 500 students Lawrence Berkeley: Collaboration with 212 faculty, 343 students JPL: Collaboration with 523 faculty and students Summer training courses and internships for high school students (Livermore, Sandia, Berkeley, Ames) Curriculum materials (all six) These facilities already impact CA education First state-level teacher advisory council, working in cooperation with National Teacher Advisory Council Valuable and previously absent connection between teaching community and policymakers Cal TAC Members: Stan Hitomi, Chair Javier Gonzalez Janet English, Vice-Chair Glenn Hunt John Peter Arvedson Juliana Jones Anne Marie Bergen Suzanne Nakashima Sandie GilliamBarbara Shannon Mark Stefanski Research is still in progress, but early results are telling: If every math baccalaureate became a math teacher, the state would still be short nearly 40% of demand. Many private schools have effective teacher production programs, but little interest in scaling up; production of math and science teachers has been flat at many programs for years High school administrators report that qualified science teachers are the hardest to find In a CCST survey of school administrators and department chairs, over 50% supported extra compensation for teachers in high-need fields such as science and math Building serious solutions.Not short term solutions Next steps.. Coordinated partnership with CSU, UC efforts to increase science and math teacher production Teacher CPA project to be completed in 2006 Cal TAC to provide recommendations on professional development program priorities Develop workable state strategy to respond to Gathering Storm Solutions must be: SUSTAINABLE over time (partnerships needed!) SCALABLE to a statewide level QUANTIFIABLE so effectiveness can be documented and reinforced