Strengthen Math and Science Education

In the coming decades, students with strong abilities in math and science will enjoy a substantial advantage in the marketplace. According to the National Science Board , job growth in the science, technology, engineering, and math (STEM) fields is outpacing overall job growth by a factor of 3 to 1. In addition, a workforce with strong math and science abilities is critical to the nation’s well-being. The National Mathematics Advisory Panel convened by the U.S. Department of Education noted that a population’s skills in math and science are critical to leadership in “medicine and health, in technology and commerce, in navigation and exploration, in defense and finance, and in the ability to understand past failures and to forecast future developments.” (p. 1)

Compared to other Massachusetts communities, fewer students in Newton are pursuing careers in STEM. The standard measure used to track performance in this area is the percentage of SAT test takers who select a STEM career choice in their SAT survey response. For Newton, that measure has held steady at close to 15% over the last 5 years. The state average is 20% and the Massachusetts STEM initiative target is 26%. In the specific STEM areas of mathematics, physical science, engineering and computer/information technology, there is strong evidence of a significant bias hampering the performance of our female students. Relatively few of our high school students apply to or are accepted by leading STEM colleges and universities.

Summary of Proposed Solution

We will work with our teachers and the School Administration to identify the most effective and successful tools and techniques for teaching math and science and bring those resources and approaches to Newton. Towards this end, we will participate actively in the Massachusetts Science, Technology, Engineering, and Math (STEM) initiative.

Discussion and Implementation Plan

Of critical importance in math education in elementary and middle school is to prepare students for success in algebra, which the National Mathematics Advisory Panel has identified as a “keystone” for success in math in general. The 2008 MCAS scores indicate that Newton students do relatively well, but a close look at what the scores mean indicates there is room for improvement. For example, nearly 3 in 4 of students in Grade 4 scored proficient or better on the MCAS, but “proficient” corresponds to getting 72% of the points on the exam. That means that more than one-quarter of all Newton 4th graders scored below 72% on an exam that contains material that all students are supposed to have mastered. Grade 8 scores are similar. The Grade 10 scores appear to be an improvement, with 68% of Newton students scoring in the “advanced” category. But qualifying as advanced requires getting only 75% of the points on the Grade 10 math MCAS, which means that nearly a third of Newton’s 10th grade students scored below 75%.

Responses to a survey conducted in Newton in 2004 also indicate there is room for improvement. That survey reported that approximately 1 in 7 parents of middle school students and 1 in 4 parents of high school students pay for math tutoring outside the school system (Survey, p. 21). Only 39% of elementary school parents agreed that the curriculum’s “math content is demanding enough to meet the learning needs of their children” (Survey, p. 23). Teachers likewise have expressed concern about the curriculum. For example, only 38% of elementary school teachers reported that they were satisfied with the Everyday Math curriculum (Survey, p. 7).

In order to identify options to improve math education in Newton, the school system should convene a panel of administrators, educators, and parents to investigate the following potential enhancements:

• Streamlining of the curriculum at the elementary and middle school levels, with an increased emphasis on ensuring fluency with math facts (e.g., addition and multiplication tables), an understanding of and fluency with standard arithmetic algorithms (e.g., long multiplication), fluency with the manipulation of arithmetic and algebraic expressions, development of a sound understanding of critical pre-algebra skills (e.g. understanding of fractions and how related operations), and a renewed emphasis on solving rich, multi-step word problems.
• Improvements to the system of ability grouping to promote meaningful progress towards the Newton public school stated goal of ensuring “that every child is challenged at his or her appropriate level” (http://www.newton.k12.ma.us/curriculum/curriculum/math.html).
• Improving the preparation of math teachers in Newton through enhanced professional development and teacher mentoring.

Although Newton reviews our math curriculum approximately once every five years, more focus in this area is needed. The Newton STEM panel would provide recommendations much more quickly than the existing process. The panel would consider changes to address revisions to the Massachusetts Math Curriculum Framework, which are scheduled to be complete at the end of 2009. The panel would also research best practices in other communities. For example, Brookline has a new engineering initiative that we might want to adopt in Newton. In addition, the panel would look at issues beyond the curriculum, such as teacher training. It would also explore partnerships with the business community. (Please see Paragraph 3C of this section for more discussion of this idea.) Composition of the STEM panel would include a wide range of views, including parents, teachers, students, and Newton residents with relevant expertise, such as scientists, engineers, and mathematicians.

The Newton STEM panel will be organized by July 1, 2010.