Here's a first-level opportunity to assess your knowledge and beliefs about the status and direction of mathematics, science, and technology education (MSTE) in your state. It's a rough measure, but users have found that it stimulates thinking about a number of relevant issues.
The first 16 items ask you to make judgments regarding statements about the status of MSTE in your state. The next 13 items present an opportunity to agree or disagree with opinions about MSTE expressed by a variety of individuals and organizations.
Following the two sets of items is a list of "sources." The first set of sources indicate where you can find factual data about the knowledge items. (Shouldn't MSTE leaders in your state know the those facts?) The second set of sources give the points of origin of the opinions expressed in the items dealing with expectations and beliefs. (If there is to be collaboration in improving MSTE, how will differences of opinion on these items be addressed?)
THE STATE'S STATUS (A = Agree; D = Disagree; U = Uncertain)
| 1. | A D U | The performance of students in my state on the Advanced Placement examinations in mathematics and science has improved since 1991 and is now above the national average. |
| 2. | A D U | The percentage of eighth graders enrolled in algebra in 1996 in my state was among the top 10 states in the U.S. |
| 3. | A D U | The mathematics performance of students in my state (grades 4 and 8) on the National Assessment of Educational Progress has been improving since 1992; over 50% now score at or above the Basic Level. |
| 4. | A D U | In my state, there were large differences in the mathematics performance of girls and boys (grades 4 and 8) on the 1996 National Assessment of Educational Progress. |
| 5. | A D U | There were large differences in the mathematics performance (grades 4 and 8) on the 1996 National Assessment of Educational Progress between students in my state eligible for free/reduced-price lunch and students not eligible for free/reduced-price lunch. |
| 6. | A D U | There were large differences in the mathematics performance (grades 4 and 8) on the 1996 National Assessment of Educational Progress between white and minority students in my state. |
| 7. | A D U | Although the high school completion rate for my state's 18-to-24-year-olds has increased, it is still significantly below the national average of 86%. |
| 8. | A D U | Within the next 10 years, my state will need to replace 3 of every 4 teachers now in the schools. |
| 9. | A D U | About 95% of the states in the U. S. have state assessments in mathematics, science, and reading at the elementary, middle, and high school levels. |
| 10. | A D U | Although some new teachers quickly abandon the field, the rate at which experienced teachers are retiring is nearly twice as great as the leaving rate of new teachers. |
| 11. | A D U | While almost all states test the teaching skills of entering teachers, only about half require them to pass tests in the subject areas they will teach. |
| 12. | A D U | Many school districts in my state find it necessary to "mentor" new teachers. |
| 13. | A D U | There is no significant financial advantage associated with completing high school. |
| 14. | A D U | The difference in lifelong income value between a high school degree and a college degree (BS) is shrinking. |
| 15. | A D U | Employees' years of education add little to the bottom line of an employer. |
| 16. | A D U | Family factors (i.e. educational level and socioeconomic status) account for a significant percentage of disparities in student achievement at the college level. |
BELIEFS/EXPECTATIONS (A = Agree; D = Disagree)
| 1. | A D | All students in my state can and should learn significant mathematics beyond arithmetic. |
| 2. | A D | All students in my state should study science every year they are in school (K-12). |
| 3. | A D | All students in my state can and should learn significant concepts from biology, chemistry, physics, and earth-space science. |
| 4. | A D | All students in my state should study mathematics every year they are in school (K-12). |
| 5. | A D | Students can and should learn basic skills by practicing them in the context of solving problems. |
| 6. | A D | With regard to preparing for transition from school to the workplace, learning expectations must go beyond basic computation to approaching practical problems by choosing appropriately from a variety of techniques. |
| 7. | A D | With regard to preparing for transition from school to the workplace, students must be expected to think creatively, make decisions, solve problems, reason, and know how to learn. For instance, everyone should be expected to estimate results, identify trends, recognize problems, and devise and implement action plans to solve problems. |
| 8. | A D | With regard to preparing for transition from school to the workplace, students must develop such personal skills as perseverance, the ability to work effectively in group settings, and the ability to conduct an accurate self-assessment of progress. |
| 9. | A D | Businesses already involved in education must analyze their level of involvement and escalate and expand their investments toward those which bring about systemic educational improvement and policy changes. |
| 10. | A D | The public in my state is adequately informed with respect to where the state is headed in mathematics and science education (e.g., content standards, teaching methods, assessment procedures, teacher preparation). |
| 11. | A D | The national standards in mathematics and science designed by the American Association for the Advancement of Science, National Council of Teachers of Mathematics, and National Academy of Sciences are an acceptable basis for defining "basic skills" and formulating guides for classroom use. |
| 12. | A D | Parent-school partnerships in my state should have influence on the hiring of new full-time teachers. |
| 13. | A D | Business leaders should be advocates for change in national and state legislative forums. |
used in creating the self-assessment
The State's Status and My Beliefs/Expectations
Regarding Mathematics, Science, and Technology Education
STATUS SOURCES (Where is the data?)
Items 1, 2, 7, 12
National Education Goals Panel. (1997). The National Education Goals report, 1997: Building a nation of learners. Washington, DC: U.S. Government Printing Office.
Items 3, 4, 5
Educational Testing Service. (1996). NAEP 1996 mathematics: Report card for the nation and the states. Princeton, NJ. Author.
Items 6, 16
Educational Testing Service. (1997). Toward inequality. Princeton, NJ: Author.
Item 8
Education Commission of the States. (1999). Future Trends Affecting Education. Denver, CO: Author.
Item 9
Achieve, Inc. (1999). Aiming High. Washington, DC: Author.
Item 10
"New Teachers Abandon Field At High Rate." Education Week, 17 March 1999.
Item 11
National Science Board. (1999). Preparing Our Children: Math and Science Education in the National Interest. Washington, DC: Author.
Item 13
National Education Goals Panel. (1997). The National Education Goals report summary, 1997: Mathematics and science achievement for the 21st century. Washington, DC: U.S. Government Printing Office.
Items 14, 15 National Manufacturing Institute. (1998). Education and training for America's future. Washington, DC: Author.
EXPECTATIONS/BELIEFS SOURCES (Who said that?)
Items 1, 2, 3,4
- These are expectations for the entire nation that have been stated MANY times by professional groups in mathematics and science education, beginning in about 1989.
Item 5
- This expectation for the entire nation was made in: The Secretary's Commission on Achieving Necessary Skills. (1991). What work requires of schools: A SCANS report for America 2000. Washington, DC: U.S. Department of Labor.
Items 6, 7, 8
- These expectations for the entire nation were made by: National Manufacturing Institute. (1998). Education and training for America's future. Washington, DC: Author.
Item 9
- This expectation for all business was made by: National Alliance of Business. (1987). The Fourth R: Workforce Readiness. Washington, DC: Author.
Item 10
- This position was identified as FALSE by the oversight board of the National Science Foundation in 1999.
Item 11
- This position was taken by the oversight board of the National Science Foundation. National Science Board. (1999). Preparing Our Children: Math and Science Education in the National Interest. Washington, DC: Author.
Item 12
- This expectation for the entire nation was made by: National Education Goals Panel. (1997). The National Education Goals report, 1997: Building a nation of learners. Washington, DC: U.S. Government Printing Office.
Item 13
National Alliance of Business. (1993). A statement by Joseph T. Gorman, Chairman and CEO of TRW, Inc. quoted in Agents of Change: Exemplary Corporate Policies and Practices to Improve Education. Washington, DC: The Business Roundtable.