1. The Problem: A Crisis in Math and Science Education
2. What Can Be Done To Address This Problem?
3. Specific Goals and Objectives of the Center
4. Benefits of the New Center
5. Citations

The 2005 report from the National Academies, Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future, (ref 1) chronicles the United States' loss of its long-standing global lead in the production of engineers, and the erosion of its lead in the production of other science, technology, engineering and mathematics professionals. The implications are disturbing: continuation of the current trend directly threatens the future state of the U.S. economy and the U.S. standard of living.

In California, the threat is real. More than in almost any other state, industries that drive California’s economy depend heavily upon a continuously growing scientifically and mathematically literate work force. The California Council on Science and Technology (CCST) (ref 2) reports that in 2000, the demand in California for workers with science and engineering B.A. degrees exceeded the 20,000 science and engineering B.A. degrees granted by California universities by 14,000. Some statistical data highlights the problem:

• In 2002-03, 25% of math teachers, 22% of life science teachers, and 30% of physical science teachers in California high schools had a teaching credential in an unrelated subject area or no credential at all. (ref 3)
• That same year, the total need for new mathematics teachers was 2,131, but California colleges and universities awarded only 1,389 mathematics degrees, a 40% shortfall. (ref 4)
• In 2004, California schools hired 4,135 people to teach science and math classes, but California colleges and universities certified only 1,466 credentialed science and math teachers, a staggering 65% shortfall. (ref 3)
• Nearly one-third of California's existing teaching work force is expected to retire in the next decade. (ref 4)

These problems contribute to a spiraling cycle: the shortage of qualified K-12 science and mathematics teachers in California contributes to the poor preparation of students entering college, which in turn contributes to another startling statistic: after only four year of teaching, qualified and certified K-12 science and mathematics teachers nationally have an attrition rate of nearly 40 percent. (ref 4) The attrition rate in California overall is even higher – as high as 60% within the first 19 months in the Los Angeles Unified School District (ref 5) - and the attrition rate of science and engineering students in the California State University (CSU) system is nearly 66%!
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What Can Be Done To Address This Problem?

In Washington, in response to the Rising above the Gathering Storm Report (ref 1), concerned members of Congress and the Administration, speaking and acting with some urgency, appear to have begun to take legislative steps (ref 6), to implement the report’s recommendations, including the following:

• Increase America’s talent pool by vastly improving K-12 science and mathematics education;
• Sustain and strength the nation’s traditional commitment to long-term basic research that has the potential to be transformational to maintain the flow of new ideas that fuel the economy, provide security, and enhance the quality of life;
• Make the United States the most attractive setting in which to study and perform research so that we can develop, recruit, and retain the best and brightest students, scientists, and engineers from within the United States and throughout the world.

• (Action A-1) Annually recruit 10,000 science and mathematics teachers by awarding 4-year scholarships and thereby educating 10 million minds.
• (Action A-3) Enlarge the pipeline of students who are prepared to enter college and graduate with a degree in science, engineering, or mathematics by increasing the number of students who pass advanced placement and international baccalaureate science and mathematics courses.

At SFSU, a group of faculty in the Colleges of Education and Science & Engineering, proposed to confront this problem directly by creating a Center for Science and Math Education. The goals of the Center will be to recruit, support, and develop good science and mathematics teachers; to establish and support research into math and science education and promote its application; and to establish a community of math and science education scholars, teachers and students to support and sustain these efforts into the future. Ultimately, the goal is to focus on and encourage the fledgling interest of SFSU students in science, technology, engineering and mathematics (STEM) subjects, and nurture, develop and sustain that interest, so that SFSU and other CSU schools can begin to generate a growing pool of well qualified K-12 STEM teachers, who in turn will support and encourage a growing number of STEM professionals. top of page

Specific Goals and Objectives of the Center

1. To recruit, support and develop good science and mathematics teachers. Projects in this area will include
   1. Developing, administering, and assessing subject-matter preparation programs;
   2. Recruiting, mentoring, advising, and tracking the training experiences of potential mathematics and science teachers; and
   3. Training graduate teaching assistants and in-service K-12 math and science teachers.
2. To establish and support research into K-18 math and science education and promote application of that research. Projects in this area will include
   1. Supporting the initiation of grant proposals, supportive collaborations, and the implementation of funded projects;
   2. Establishing academic concentrations and a Master's program in STEM education; and
   3. Revising and improving the curriculum and pedagogy of SFSU math and science courses so that students who are interested in these areas remain interested.
3. To establish a community of math and science education scholars, teachers and students to support and sustain these efforts into the future. Projects in this area will include
   1. Promoting collaboration across SFSU departments and sponsor programs that can build community among STEM students and faculty;
   2. Reaching out to other educational institutions, including K-12, 2- and 4-year schools, and universities, both public and private, to improve K-18 science education on both the State and National level;
   3. Enriching undergraduate and graduate STEM major programs with actual STEM teaching experiences;
   4. Establishing a physical resource center for educational materials, information and advising; and
   5. Establishing a dedicated space for aspiring STEM teachers to meet and network.

The Center might also house math and science educational resources and equipment for classes and information such as journals and books. The Center will coordinate with the COSE’s SEPAL Science Education Resource Center, an existing library of over 2,000 hands-on materials to support K-12 science education and early field experiences in math and science teaching. This collection is available for check-out to all SFSU faculty, students, and staff working with public schools, as well as public school teachers.