The Mathematics and Science Initiative is committed to engaging the public on recognizing the need for better Mathematics and Science education for all children, aiding in the recruitment and training of highly-qualified Mathematics and Science teachers, and developing a research base to improve knowledge of what boosts student learning in both subject areas. This site provides information and resources on the Initiative's activities, as well as links to other organizations working to improve the quality of Mathematics and Science education in the U.S.
The NAEP Mathematics Assessment, developed and reviewed by Mathematics educators and curriculum and assessment experts, presents a broad view of what America's students know and can do in Mathematics. Approximately 190,000 fourth-graders and 153,000 eighth-graders took the exam in 2003. NAEP's site provides comprehensive information on the exam, key student results and trend data on Mathematics achievement gathered from past assessments.
The NAEP Science Assessment, most recently given in 2000, presents a comprehensive look at American students' skills in Science. This sample assessed nearly 49,000 students at grades 4, 8, and 12 across the nation. NAEP's site provides complete information on the 2000 assessment, key student results and trend data from past assessments.
The Trends in International Mathematics and Science Study (TIMSS, formerly known as the Third International Mathematics and Science Study) is intended to provide reliable and timely data on the Mathematics and Science achievement of American students as compared to that of their international peers. Offered in 1995, 1999, and 2003, TIMSS provides trend data on students' Mathematics and Science achievement from an international perspective.
The Eisenhower National Clearinghouse for Mathematics and Science, funded by the U.S. Department of Education, is charged with improving access to K-12 Mathematics and Science resources for teachers, students and parents. Their site provides curriculum resources, articles on a variety of related education topics, as well as resources and ideas for teacher professional development in math and science.
More than 30 federal agencies combined to provide the Federal Resources for Educational Excellence (FREE) website, making hundreds of Federally supported teaching and learning resources easier to find. The Mathematics resources on the site include information and initiatives from the U.S. Department of Education, National Science Foundation, NASA, the U.S. Mint and others.
The Federal Resources for Educational Excellence (FREE) website features Federally supported Science resources from the U.S. Department of Education, NASA, the U.S. Department of Energy, the Library of Congress and many other Federal agencies.
NCISLA, funded by the U.S. Department of Education, is working to build a solid research base about ways Mathematics and Science instruction can be improved. The Center is conducting an intensive, nationally coordinated research programin collaboration with teachersto advance effective reform of K-12 Mathematics and Science programs. This site provides information on their work, publications, research and resources for teachers.
The National Science Teachers Association (NSTA) is the largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all. NSTA's current membership of more than 55,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in and committed to science education.
The American Diploma Project is a partnership of Achieve, The Education Trust and the Thomas B. Fordham Foundation. The project works to bring preK-12, higher education, business and policy leaders together to ensure that high school graduation standards and assessments accurately reflect the knowledge and skills that postsecondary institutions and businesses really require of high school graduates.
The Partnership for 21st Century Skills is a unique alliance of education, business and government leaders working to fully address the education needs and challenges of work and life in the 21st century. This public-private organization has attempted to define skills for K-12 and provide tools to help schools integrate them into the curriculum.
Meadowland Elementary in Sterling, Virginia is known for its excellence in mathematics. At the core of their math program is their "math map," which raises the expectation for all students by designing a curriculum that allows students to master the skills of the next grade level. Beyond the curriculum, activities and math clubs not only encourage participation among students, they also help create an educational atmosphere in which children develop self-esteem and confidence through their active involvement in school. In 2003, Meadowland was honored as a No Child Left Behind Blue Ribbon School.
The Michael E. DeBakey High School for Health Professions (DHSHP), located one mile from the renowned Texas Medical Center in Houston, is recognized as one of the finest public high schools in Texas. The curriculum combines a rigorous college preparatory program with hands-on, health-related learning experiences. DHSHP's graduation requirements in the areas of English, math, science, and health science far exceed those mandated by the district and state. In 2003 DeBakey High School received the 2003 No Child Left Behind Blue Ribbon School award from the U. S. Department of Education.
The Helping Your Child publication series focuses on providing parents with the tools and information necessary to help their children succeed in school and in life. The two newest titles in the series are "Helping Your Child Learn Mathematics" and "Helping Your Child Learn Science."
On this site the U.S. Department of Education offers information about public school choice, supplemental services, testing and accountability, as well as parenting tips on reading and homework.
Tools for Student Success: Selected Publications for Parents and Teachers
This catalog provides brief descriptions of a number of publications featuring the latest research and most effective practices in subjects such as reading, homework, and staying drug free, as well as information on how to obtain these publications in hard copy or online.
No Child Left Behind: A Parents Guide
This is the essential guide for parents, and provides answers to questions about No Child Left Behind and what the law means for parents, in an accessible and easy to understand format.
Questions Parents Ask About Schools
This pamphlet provides answers to commonly asked questions on topics such as Getting Ready for School, Monitoring School Work, Helping with Reading, and Working with Schools and Teachers.
Susan Sclafani is Counselor to the U.S. Secretary of Education and the Assistant Secretary for the Office of Vocational and Adult Education (OVAE). In her capacity as Counselor to Secretary Rod Paige, Dr. Sclafani provides counsel on educational issues and initiatives. As Assistant Secretary, she concurrently serves as the principal adviser to the Secretary on all matters related to vocational and adult education. Through OVAE's Preparing America's Future Initiative, Dr. Sclafani is working to mobilize effective and scientifically based state and local high school reform initiatives, to support America's community colleges, and to improve adult education programs. Previously, Dr. Sclafani worked in a variety of roles at the Houston Independent School District, culminating in Chief of Staff for Educational Services.
William H. Schmidt is a University Distinguished Professor at Michigan State University and is currently co director of the Education Policy Center. Prior to this position, Dr. Schmidt served as National Research Coordinator and Executive Director of the US National Center which oversaw participation of the United States in the IEA sponsored Third International Mathematics and Science Study (TIMSS). He has been published in numerous journals and has co-authored seven books including Why Schools Matter. His current writing and research concern issues of academic content in K-12 schooling, assessment theory, and the effects of curriculum on academic achievement.
Dennis Young is the principal of Meadowland Elementary School in Sterling, Virginia. In 2003, Meadowland received the U. S. Department of Education's No Child Left Behind Blue Ribbon School award for excellencein part because of the school's success with mathematics instruction. Based on the belief that math is not difficult, but just different, and that repeated practice makes this different subject more routine, Meadowland encourages students to participate in a variety of math clubs and activities. Mr. Young has been an educator in Loudoun County Public Schools for 37 years and is a recipient of the 1991 Washington Post Outstanding Principal's Award. He has served as principal since the school's opening in 1979.
Betsy Menickelly is a parent of a student at Meadowland Elementary School in Sterling, Virginia. All three of Ms. Menickelly's children have attended Meadowland, and her youngest daughter is currently enrolled. Throughout their education at Meadowland, Ms. Menickelly's children have enjoyed a challenging math curriculum that allows students to master the skills of the next grade level. She attributes her children's success in school to Meadowland's math program, which has helped build her children's confidence and literacy in the subject. She currently job shares a position as Library Assistant for Loudoun County Public Schools.
Charlesetta Deason is the principal of the Michael E. Debakey High School for Health Professions in Houston, Texas. Located approximately one mile from the world-renowned Texas Medical Center in Houston, DeBakey is considered as one of the finest public high schools in Texas. DeBakey offers a specialized health and science based college preparatory curriculum with exposure to careers in medicine and the sciences. All students are required to complete a minimum of five years of mathematics courses culminating with Calculus, five years of science classes culminating with AP Chemistry, AP Physics, and AP Biology, four years of social studies, and four years of specialized health science courses. DeBakey was selected as 2003 No Child Left Behind Blue Ribbon School of Excellence.
Gerald Wheeler is the executive director of the National Science Teachers Association. In this position, Dr. Wheeler directs the world's largest professional organization representing science educators of all grade levels. Prior to this position, Dr. Wheeler headed the Public Understanding of Science and Technology Division at the American Association for the Advancement of Science (AAAS) and has served as President of the American Association of Physics Teachers. Trained as a nuclear physicist, Dr. Wheeler has received numerous recognitions for his teaching and mass media work.
Shelia Byrd is the Director of the American Diploma Project. The project seeks to strengthen states' existing standards-based reform efforts by defining what postsecondary institutions and businesses expect from high school graduates in English language arts and mathematics while ensuring that state standards and assessments reflect those expectations. Ms. Byrd worked with over a dozen states on the development and review of their standards, curricula and assessments, as well as with a number of national and local education policy organizations. Ms. Byrd previously served as the deputy director of California's Academic Standards Commission as well as a consultant to the U.S. Department of Education's Third International Math and Science Study (TIMSS).
Angela NewingFeatured Guest is a state finalist for the 2003 Presidential Award for Excellence in Mathematics and Science Teaching, the nation's highest commendation of its kind. In addition to serving as a full-time mathematics teacher at Forsythe Middle School in Ann Arbor, Michigan, Ms. Newing is the school's mathematics curriculum leader and has served on many district-level committees. One of her key goals is to improve academic performance among African-American and Latino students.