In December 2006, The Academy of Medicine, Engineering and Science of Texas (TAMEST), created its Education Steering Committee to respond to the National Academies Report, Rising Above the Gathering Storm; Energizing and Employing America for a Brighter Economic Future.
The Committee's mission was to identify the challenges and opportunities in Texas K-12 science, technology, engineering and mathematics (also known as STEM) education and report back with practical, actionable recommendations.
This site gives you an overview of the Committee's Findings and Recommendations. The entire report and/or Findings and Recommendations can be downloaded from this page.
Visit our sponsors section to learn about the Dow Foundation and other sponsors.
Please visit the Press section to view the video from the December 9th Press Conference.
The challenges facing education in Texas are complex and urgent. The economic future of our state and our nation, as well as the future of our children, hang in the balance. Therefore, the Committee's recommendations in this report are designed to address the most pressing needs and priorities.
1.
Texas’ overall graduation rate is among the lowest nationwide—in fact, every hour of every school day, an astounding 93 students drop out of Texas schools.
2.
If Texas could eliminate its dropout disparity, then the state would gain almost $2 trillion in economic output and 1 million new jobs by 2030.
3.
In 2007, about 4,000 Texas math and science teachers left the classroom, costing our state an estimated $27 million to replace them.
4.
In 2005–06, Texas’ average teacher salary was ranked 35th nationwide—Texas teachers are paid only 85 cents on every dollar paid to the average American teacher.
5.
About 40 percent of science teachers in the lowest-performing schools were assigned out-of-field and 40 percent failed their science certification examination at least once. In contrast, only 20 percent of science teachers in the highest-performing schools were assigned out-of-field and just over 20 percent failed their science certification exam.
6.
Among Texas teens, only 20 percent tested have passing mastery (a score of 70 percent or better) of science, and only 50 percent have passing mastery of math.
7.
Of Texas high school graduates, only 41 percent are ready for college-level math (algebra), and only 24 percent are ready for college-level science (biology).
8.
Almost 40 percent of students at two-year Texas colleges and about 25 percent of students at four-year Texas universities are enrolled in at least one remedial course—and the state is paying about $300 million a year for that remedial education. Of those remedial students, almost 4 of 5 had a high school GPA of at least 3.0.
9.
In China, 42 percent of college undergraduates earn science or engineering degrees; in the U.S, only 5 percent of students do so.
10.
STEM college graduates will earn up to $1.2 million more in total salary over their lifetime than those without a college degree.
Click on findings below to view detailed recommendations.
TEXAS MUST PROVIDE STEM TEACHERS WITH ENOUGH TRAINING, SUPPORT AND PAY - SO THEY WILL COME AND STAY
Teachers make the single biggest difference in academic achievement, regardless of students’ economic, social or ethnic backgrounds. A shortage of qualified math and science teachers directly and negatively affects students’ performance.
RECOMMENDATION 1
RECRUIT, REWARD AND RETAIN HIGH QUALITY STEM TEACHERS Building an educated workforce takes educated, passionate teachers—fully certified in their subject matter and dedicated to a career in teaching.
ACTION STEPS 1-A: TRAIN OUR STEM TEACHERS
Expand, fund and track the effectiveness of STEM teacher training programs in as many Texas colleges and universities as possible and replicate effective training programs such as UTeach with private sector and industry partners
ACTION STEPS 1-B: SUPPORT NEW STEM TEACHERS
Create a comprehensive two-year support system for all new math and science teachers, using an induction method that includes coaching, mentoring, weekend workshops and online support independent of the school and district evaluation process
Offer additional training and mini-courses for math and science professionals entering the teaching workforce without formal teacher preparation
ACTION STEPS 1-C: IMPROVE PAY AND FINANCIAL INCENTIVES FOR STEM TEACHERS
Improve math and science teacher compensation by building on current state incentive programs
Offer increased stipends for fully certified teachers with a degree in a STEM field
Offer higher compensation for fully certified math and science teachers in high-need schools
Offer performance-based salary supplements
Increase salaries for STEM-area specialists—mentors, master teachers, curriculum advisors—including those serving primary grades
Offer financial aid for math and science teachers pursuing advanced degrees and continuing education opportunities (e.g., Master Teacher programs), in exchange for a three-year commitment to teach those subjects in Texas K–12
Offer financial incentives to teachers who acquire advanced degrees in STEM fields
ACTION STEPS: NO STEM TEACHER LEFT BEHIND
Fund paraprofessional teaching assistants, trained to support science and math teachers with classroom instruction, lab prep and grading assistance
Finance science specialists at the elementary school level
Reduce teaching load by one class for first year math and science teachers to allow for induction support and facilitate course development
Familiarize school leadership with the unique challenges of math and science teaching (e.g., New Leaders for New Schools, a training program for aspiring principals in struggling urban schools)
Incentivize higher education faculty, postdoctoral fellows and industry experts to teach or serve as STEM advisors
TEXAS MUST DO MORE TO INTEREST STUDENTS IN STEM FIELDS AND HELP INTERESTED STUDENTS PURSUE STEM CAREERS
RECOMMENDATION 2
SUPPORT STEM CURRICULA THAT ENGAGES AND ENCOURAGES STUDENTS
To capture their imagination and engage students in math and science, Texas needs to think outside the box—exploring and supporting a wide range of programs, resources and innovative methodologies.
ACTION STEPS 2-A: SUPPORT A VARIETY OF WAYS TO KEEP STUDENTS ENGAGED IN STEM CURRICULA
Advanced Placement/International Baccalaureate Incentive Programs—continue and increase state support of the Texas AP/IB Incentives Programs for recognizing and rewarding students, teachers and schools that succeed in achieving Texas’ educational goals
Advanced Placement Strategies—use public and private funds to expand the presence of AP Strategies, a program encouraging success in AP math, science and English courses through financial rewards, as well as the pre-AP teacher training program
Laying the Foundation in as many Texas school districts as possible
Advanced technologies—make sure the latest technology is being leveraged to optimize STEM education
Science labs—fund and equip school science labs
4x4 curriculum options—computer science, engineering and earth science should be offered as options to fulfill fourth-year science requirements; statistics should be offered to fulfill fourth year math
English language skills—English mastery is essential to STEM success
ACTION STEPS 2-B: FUND PROGRAMS THAT MAKE MATH AND SCIENCE REAL FOR KIDS
Hands-on experiments, activities and field trips
Internships
Mentoring relationships like Science Olympics, FIRST, UIL and the Texas Junior Academy of Science
Offer performance-based salary supplements
Support and expand the roles of museums, science centers and similar institutions that provide students with various community-based exposure to math and science-related exhibits and activities
Support existing programs that off er interested high school students hands-on experience in college and university research labs
ACTION STEPS 2-C: HELP STRONG STUDENTS FOLLOW THROUGH WITH SUCCESSFUL MATH AND SCIENCE STUDIES
Provide financial assistance for economically disadvantaged students interested in math and science to attend Texas colleges and universities
TEXAS MUST HELP ENSURE STUDENTS’ CONTINUED SUCCESS IN STEM – FROM COLLEGE TO CAREERS
For today’s Texas students, K–16 STEM education can no longer be optional. A solid foundation in math and science skills will be a major factor in determining their future success or failure in the new global economy.
RECOMMENDATION 3
MATCH STEM CONCEPTS TO HIGHER EDUCATION AND INDUSTRY NEEDS AND REWARD STUDENTS AND SCHOOLS THAT MEET THEM
ACTION STEPS 3-A: ENSURE EFFECTIVE ALIGNMENT AND TEACHING OF STEM CONCEPTS
Work more closely with Texas higher education institutions, industry and K-12 educators to identify and define specific concepts and skills students need to succeed in math and science degree programs
Develop high school classes specifically aligned to these concepts and approved by the Texas Education Agency as either 4x4 or dual/concurrent enrollment course
Increase technology funding to ensure districts get the necessary equipment for these courses, contingent on teachers becoming and staying certified
ACTION STEP 3-B: EMPHASIZE AND REWARD HIGH PERFORMANCE AND IMPROVEMENT
Modify current accountability measures to emphasize commended students' growth and progress
Recognize and reward schools whose students advance to magnet schools
ACTION STEP 3-C: INCORPORATE MORE TRANSPARENCY INTO K–12 INFORMATION SYSTEMS
Provide financial assistance for economically disadvantaged students interested in math and science to attend Texas colleges and universities
Allow teachers better and quicker access to K–12 educational performance data
Fund development of Web-based tools that enable leadership to motivate and reward improvement in math and science education
Begin annual science testing for students in grades 3–8, in addition to high school end-of-year course exams
Perform district-wide external curriculum audits in math and science every six years
TEXAS MUST MAKE IMPROVING STEM EDUCATION AN EVEN HIGHER PRIORITY
The legislature has made significant progress at the front end by establishing the new College Readiness Standards, 4x4 graduation and end-of-course testing requirements. But systemwide infrastructure and implementation guidance will be necessary to ensure successful follow-through and give Texas students a 21st century math and science education.
RECOMMENDATION 4
CREATE A STATEWIDE STEM ADVISORY COUNCIL RESPONSIBLE FOR IMPROVING THE SYSTEM It is time to demonstrate our commitment to K–12 STEM education by officially dedicating high-level people and resources to measurably improve our system and bring it on par with the best the world has to offer in math and science education.
ACTION STEP 4-A: CREATE A TEXAS STEM ADVISORY COUNCIL
Use the National STEM Education Council as a model and create a statewide advisory panel made up of classroom teachers, school leaders, higher education representatives, industry leaders and policymakers
The Texas STEM Advisory Council would be responsible for:
Identifying the math and science concepts relevant to current and future workforce needs, as well as the resulting gap in today’s public education system to meet those specific needs
Analyzing and summarizing scientific evidence related to math and science education, specifically focusing on student preparation and success
Advising policymakers and education agencies on STEM-related decisions
Identifying and promoting instructional practices, programs, materials and professional development that have been proven effective in enhancing math and science education (i.e., a council “seal of approval”)
Identifying and advancing programs that promote student and parent understanding of the benefits of STEM education—including the value of math and science fields to society, as well as lucrative career options for students
Coordinating statewide efforts to support or expand existing effectual math and science courses that help fulfill 4x4 graduation requirements
Determining STEM research and data needs and developing an information management system—including Web-based tools—to drive improvement
UTeach, a teacher training and support program launched at The University of Texas at Austin in 1997, provides full teaching certification for undergraduates majoring in math, science and computer science, without adding time or cost to their degree plan. A unique collaboration between the Colleges of Natural Sciences and Education, UTeach employs master teachers from around the state to provide real-life experience, guidance and inspiration for up-and-coming science and math teachers—both while they’re in and once they’re out of college. UTeach master teachers lead courses and coordinate field-based training while students are earning their degrees, then offer on-the-job support once novices are working as teachers themselves. The program is making a quantifiable difference: UTeach graduates have higher GPAs and a higher graduation rate than other Natural Sciences graduates, almost half teach in high-need schools, and 80 percent—compared with only 50 percent nationally—are still teaching after five years. www.uteach.utexas.edu
AP Strategies is a leader in preparing high school students for higher education. AP students learn college material from high school teachers. Passing AP classes and scoring a 3 or higher on AP exams allows students to gain college-level skills and in some cases, college credits. The AP Incentive Program was launched in Texas schools to promote strong performance on the AP exams by providing a monetary stipend for both teachers and students at the successful completion of the exam. The program has dramatically improved performance: in ten high schools in the Dallas Independent School District, the number of students passing math, science and English AP exams went from 157 in 1995—the program’s first year—to 1,466 in 2007, a nine-fold increase. And in those same subjects, passing scores by African-American and Hispanic students jumped twenty-two-fold—from 29 in 1995 to 664 in 2007.
There is a direct link between AP success and college graduation. A 2005 study conducted for the National Center for Educational Accountability found that 64 percent of students who earned a score of 3 or higher on one or more AP exams in math, science, English and social studies graduated from college in five years or less, compared to only 17 percent of non-AP students. www.apstrategies.org
The University of California, Santa Cruz New Teacher Project (SCNTP) was created in 1988 as a collaboration between the university’s Teacher Education Program, the Santa Cruz County Office of Education and 16 school districts, committed to supporting and assessing new teachers in order to promote the highest level of classroom instruction. The initiative provides intensive, individual support to new teachers during their first two years, including pairing with veteran teacher advisors, a monthly seminar series and ‘release time’ opportunities. Support is guided by a continuing cycle of assessment centered around the development of each teacher’s district goals and learning plan. Studies show the program is working; after eleven years, over 95 percent of SCNTP teachers are still in the classroom. www.newteachercenter.org
Effective technology-based programs have high scalability and, therefore, high potential for success. The Reasoning Mind mathematics education system is a prime example of such a program. Reasoning Mind uses the Internet to deliver a math curriculum to grades 2–6 that delegates routine instructional tasks to the computer and frees the teacher to address students’ individual needs. Studies show that Reasoning Mind students perform 10–20 percent better than their peers on TAKS and other math achievement tests, and 76 percent of students say they like math more than before they participated in the program. Due to its student-centric approach, the program benefits a broad spectrum of students, from special-need to gifted and talented. www.reasoningmind.org
Teach for America is a national corps of the best and brightest recent college graduates—of all majors and interests—who commit to teach in urban and rural schools for two years. TFA invests in their training and professional development in order to accomplish their mission of eliminating educational inequity. For students at the primary school level, the negative impact of successive years of low-performing teachers can be irreversible.
Studies of the best-performing school systems in the world suggest the quality of the teachers is the key factor in disparate student learning levels, no matter what the cultural environment. According to these studies, two of the most significant practices in achieving high-performing school systems are finding the right people to become teachers and developing them into effective instructors. A selective recruiting process and specialized training produces excellent teachers, which leads to higher-performing schools. This level of quality adds prestige to the teaching position, which in turn attracts more talented people to the field. In 2008, 25,000 individuals applied for positions at Teach For America and only 3,700 were recruited into the program. TFA is a model of the best practices employed in the best school systems in the world. www.teachforamerica.org
Created in 1999 in a partnership between the Institute for Engineering Education at Southern Methodist University and Texas Instruments, The Infinity Project is an award-winning program that’s trained over 360 educators and worked with more than 230 schools. The program’s goal is to stimulate interest in math and science using a dynamic approach, state-of-the-art curriculum and a classroom technology kit, combined with professional development and support for the teachers. With examples and technologies relevant to students—such as MP3 players and special effects—The Infinity Project helps students understand math and science in real-life terms. The results? Sixty-five percent of Infinity graduates plan to pursue engineering degrees. www.infinity-project.org
For Inspiration and Recognition of Science and Technology (FIRST) was created in 1989 to inspire young people’s interest and participation in science and technology. One of the organization’s best-known initiatives, the FIRST Robotics Competition, is a unique sport of the mind designed to help high school students discover how fascinating and rewarding research and engineering can be. The event challenges teams and their mentors to solve a common problem within six weeks, using a standard kit and common rules. Teams build robots and enter them in competitions. Rewards are given for excellence in design, team spirit, professionalism and overcoming obstacles. National Instruments, headquartered in Austin, is one of the largest global supporters of FIRST, and has been instrumental in bringing these hands-on and proven programs to Texas K–12 students. www.usfirst.org
Project Lead the Way (PLTW) is a national nonprofit organization with partners in public schools, higher education and the private sector. PLTW aims to introduce students to the fields of engineering, biomedical sciences and technology using a combination of college prep math and science programs and a specially designed four-year series of courses based on an approach known as APPB-learning: activities-based learning, project-based learning and problem-solving learning. With hands-on, real-world projects, math and science become relevant to students, helping them to develop critical thinking and cooperative learning skills. The program began in New York State in 1997 with four high schools participating. The following year, a middle school program, Gateway to Technology, was field tested in three middle schools. Today, the programs are offered in over 3,000 schools across the U.S. Studies show that students who participated in APPB-learning are better prepared to enter specialized college degree programs than those only exposed to traditional curricula.
A Texas-based, nonprofit organization, Laying the Foundation is a high-quality training program for pre-AP math and science teachers. Using Web-based resources and rigorous classroom materials, Laying the Foundation prepares students for success in Advanced Placement and other college-level courses by emphasizing lab work and problems with real-world applications. Middle school math classes work through problems like “Emission Possible,” calculating the carbon dioxide footprint of their class relative to global warming. Science class projects like “Crumple Zone” explore Newton’s law of motion by using a paper bumper to stop a car before it reaches the “crumple zone.” Laying the Foundation’s teaching materials were created by Texas teachers in 2002 and have been so successful that this year it began expanding nationally.
The 77th Texas Legislature created JAMP to encourage and support highly qualified, economically disadvantaged students who wish to pursue a medical education. Eligible students can receive undergraduate and medical school scholarships, as well as guaranteed admission to a Texas medical school. Students must be Texas residents, show sufficient financial need and maintain a minimum 3.25 GPA. Operating successfully since 2003, JAMP has selected dedicated students from 65 colleges from all across the state, contributing to a diverse student body at Texas’ eight medical institutions that more closely reflects the state’s population. Scaled and applied to Texas high school commended students, this program could serve as a strong incentive for our state’s best students to enter STEM disciplines at Texas universities.
The CTE program exists to support the goals of the State Plan for Career and Technical Education—specifically, to allow students in the program to master the basic skills and knowledge necessary to enter the workforce in a high-skill, high-wage job or to continue their education in a post-secondary institution, while at the same time managing the dual roles of a family member and wage earner. Rigorous CTE courses reinforce relevance and offer more opportunities for hands-on and student-centered learning.
The Dow Chemical Company Foundation The Dow Chemical Company and its Foundation support educational initiatives around the world. Through partnerships with leading educational organizations and the involvement of its employees as volunteers, Dow is committed to improving students’ understanding of math, science and technology.
Houston Endowment The Houston Endowment is a private philanthropic foundation that improves life for the people of the greater Houston area through its contributions to charitable organizations and educational institutions.
O’Donnell Foundation The O’Donnell Foundation’s goal is improving education. It focuses on four areas: math, science and engineering, especially at the graduate level; medicine; improving the K–12 teacher corps; and arts education. It piloted the Advanced Placement Incentive Program in Texas, as well as the Laying the Foundation training program for pre-AP teachers in grades 6–11. Both programs were cited as models for replication in the Rising Above the Gathering Storm report and both are now being replicated in six other states.
The Greater Texas Foundation The Greater Texas Foundation supports excellence in education in the state of Texas through initiatives that: enhance math and science education at all levels; increase access to higher education for all students; provide skill enhancement and induction- program opportunities for teachers; and encourage parental and community involvement in education.
BACKGROUND
Q:
What is TAMEST, exactly? Is it a think tank, government agency, legislative entity, etc.?
A:
The Academy of Medicine, Engineering and Science of Texas, or TAMEST, is an independent, not-forprofit interdisciplinary scientific organization, comprised of all Texas-based members of the three National Academies (the National Academy of Sciences, the National Academy of Engineering and the Institute of Medicine), including Texas’ Nobel Laureates.
Q:
How is TAMEST funded?
A:
TAMEST is supported through:
annual membership dues, paid by the Texas universities with affiliated National Academies members;
event sponsorships from universities, foundations and corporations;
foundation grants for special programs; and
endowments through contributions from individuals and companies.
Q:
When and why was TAMEST founded?
A:
TAMEST was founded in 2004 to strengthen Texas’ research community by:
providing forums for collaboration and exchange among researchers;
promoting and honoring scientific excellence; and
serving as a valuable resource for government, industry and education.
Q:
Who is on the TAMEST Education Steering Committee, and what are their qualifications for developing such a report?
A:
The complete membership list for the Education Steering Committee can be found at http://www.tamest.org/programs/educationcommittee.html. Among the Committee’s most prominent members are two Nobel Laureates and senior-level representatives from several Texas universities, as well as nationally renowned scientists, industry leaders and philanthropists.
All Committee members share a deep concern and unique perspective on the impact of the declining quality of science and math education in Texas schools. Additionally, several members have been instrumental in developing successful programs to address the deficiencies, including Dr. Mary Ann Rankin – cofounder of UTeach, and Peter O’Donnell – founder of Advanced Placement Strategies. Both programs were highlighted in the 2005 National Academies report, Rising Above the Gathering Storm.
Q:
How is this “state of education in Texas” report different from others that have been offered?
A:
The comprehensive nature and origin of this report – including the data, input from statewide leaders of diverse organizations, extensive stakeholder vetting process, and feedback from over 150 Texas teachers, principals, administrators, policymakers and thought leaders – along with its focus on the fields that reflect the fastest-growing professions of the future, make it especially relevant in terms of today’s reality and tomorrow’s economic significance.
CALL TO ACTION / NEXT STEPS
Q:
What are next steps? Is there a long-range plan for success?
A:
TAMEST believes the first-best step is to establish a STEM Advisory Council, which includes Texas education leaders, to help support the implementation of the report recommendations, and monitor progress.
Q:
Is there something specific you are asking from the legislature?
A:
We cannot lobby for specific legislation, however, it is our hope that the necessary legislation be introduced to fund these recommendation. Specifically, we want the UTeach Program to be replicated throughout the state and every high school student and teacher to have Advanced Placement Strategies Programs.
Q:
What is TAMEST's relationship with the state legislature? Do lawmakers support the report’s findings and recommendations?
A:
TAMEST is a 501(c)(3) organization with no formal relationship with the state legislature. Informal meetings with several legislative staffers have yielded a positive response to the report’s findings and recommendations, but no official legislative endorsement has been made.
Q:
How will benchmarks be established and monitored? Will the Committee reconvene regularly to assess progress and make necessary adjustments?
A:
The TAMEST Education Steering Committee was created specifically for the purpose of examining K-12 STEM education, and producing this report and its recommendations. Following the report’s recommendations, the Texas STEM Advisory Council – a statewide advisory panel modeled upon the National STEM Education Council – would be responsible for establishing and monitoring benchmarks, assessing progress and making necessary adjustments.
Q:
Texas education needs improvement in many areas – why should the state invest more in science and math education than in reading or other subjects?
A:
TAMEST is offering its recommendations in its members’ areas of expertise – science and mathematics – but if fulfilled, these recommendations could also apply to and benefit other needy areas. For example, English is the language of science, so English mastery is essential for STEM success – the two are interconnected. And while TAMEST believes all Texas teachers deserve improved compensation, these recommendations concentrate on the areas with critical – and expanding – deficiencies.
The statistics reflected in the report are also particularly alarming. From the skyrocketing demand for scientists, engineers and other professions requiring substantial science or math preparation, to the technological deficit already evident in the U.S. and in Texas, it’s clear this is an area needing immediate and decisive intervention.
ECONOMIC IMPACT
Q:
The cost of implementing the report’s recommendations seems immense. Does TAMEST have ideas about how the state might begin to pay for these actions?
A:
We will either pay now or not have the resources to pay later. Right now, there are several approaches to pay for these recommendations, from spending existing money more effectively to engaging private industry. The real truth is, however, it will cost Texas taxpayers billions more if we don’t act, and by then, we may not have the money to invest.
Q:
How will improving science and math education in Texas affect our state’s economic outlook?
A:
In the short run it would save money by reducing the financial drain of school dropouts, teacher shortage and turnover, and lost jobs. In the long run, it is estimated that if Texas could eliminate gaps in high school and college success, Texas would add $1.9 trillion to economic output and 1 million new jobs. By taking action, we can make sure Texas, and the United States, are better prepared to meet scientific and technological challenges of the future.
UTEACH PROGRAM
Q:
What is UTeach? Where is it in place?
A:
UTeach started at The University of Texas at Austin in 1997 as a way to prepare science, math and computer science major to become teachers. Its strength lies in the unique collaboration between the Colleges of Natural Sciences and Education. UTeach students graduate with a Major in STEM and a teaching certification. The vast majority of science teachers did not receive a major in their field. A similar program, MASS, is in place at Texas A&M. UTeach has proven to be so effective that it is now being replicated at universities across the United States. UTeach partnered with the new National Math and Science Initiative (NMSI), which has received a $125 million commitment from ExxonMobil Foundation, to replicate UTeach in ten US universities; three of which are in Texas: University of Houston, UT Dallas, and University of North Texas. Fifty-two universities submitted proposals to receive funding from this first grant. With these initial ten replication grants, we have just cracked open the door. Now we need to swing it wide open.
Q:
Does it cost more to teach a UTeach student? What are the extra costs?
A:
The cost of teaching a UTeach student is on par with the cost of teaching a traditional College of Education student. Additional costs involved are in setting up the curriculum, hiring master teachers and managing the three-year teacher induction program. The ten 2007 replication grants, through the UTeach Institute and NMSI, were for $1.2M each and cover roughly half of this cost. TAMEST believes this program should be replicated in all Texas universities that do not currently have a similar program. The cost would be roughly $12M/year over the next five years, which is less than half of the annual cost to Texas to replace math and science teachers.
Q:
What is the return on UTeach?
A:
In 2007, it cost the state of Texas $27 million to replace lost math and science teachers. Not only has UTeach doubled the number of University of Texas at Austin students graduating with math and science teacher certification, UTeach graduates who entered teaching four years ago are still teaching, compared with 60 percent four-year national retention rate.
Q:
In the UTeach program the instruction they are taught conforms to standards, right?
A:
Yes, UTeach focuses on teaching the standards in an engaging and effective way. UTeach also incorporates project-based learning. Teachers map their project-based curriculum to the Texas Essential Knowledge and Skills but keep their students involved. Kids skip gym to do science projects!
ADVANCED PLACEMENT STRATEGIES
Q:
What is APS?
A:
Advanced Placement Strategies (APS) is a non-profit organization that creates partnerships betweenTexas schools, businesses, and the philanthropic community in support of AP® and Pre-AP®. The program trains and supports teachers with provided research based materials Supported by private donors, APS manages AP and Pre-AP incentive programs for students, teachers and schools. APS developed Laying the Foundation, which offers comprehensive AP and Pre-AP training packages and support with the goal of providing concrete strategies and models for teaching skills in order to prepare students for the rigor of AP courses and success in college.
Q:
How much would it cost to implement APS across the state?
A:
It costs $4600 to train one new AP teacher and $2500 to train one Pre-AP teacher. There are additional costs to support the teachers in the classroom, test students, and measure the effectiveness, all of which are critical to the success of the program, and all of which have costs attached. However, when you look at the cost to develop a well-trained teach corps, versus the cost the state now bears for remediation, it is clear that the investment in teachers is the way to go.
Q:
Today, many high school students, especially in economically disadvantaged areas, don’t have access to AP, how as APS made a difference in diverse school districts?
A:
Advanced Placement Strategies has been managing AP programs in Dallas, Houston and Austin area school districts; including schools with higher populations of economically disadvantaged students, with excellent results. In the twelve years since the program was started in Dallas ISD, we have experienced substantial increases in every benchmark. Below is a snapshot of the results in Dallas ISD. For more detailed information about the program and program success across the state, see www.apstrategies.org. The AP incentive programs works well in all types of schools.
APS manages AP incentive programs in all 24 high schools in Dallas ISD.
Nine of the Dallas high schools in the program are low performing.
In 10 high schools in the Dallas Independent School District, the number of passing math, science and English AP exams increased from 157 in 1995, the year before the program began, to 1411 in 2008, an increase of 9 times.
In the same subjects, passing scores by African American and Hispanics jumped 23 times, from 29 in 1995 to 681 in 2008.
Dallas ISD AP students earned $60.6 million in college scholarships in 2007, and 75% of the recipients were ethnic minorities.
Today 25 % of Dallas ISD juniors and seniors take an AP math, science or English exam, compared to only 15% statewide.
