American students today are underperforming in math and science, and too many math and science teachers do not have the benefit of specific training and support in the math and science subjects they teach. To continue to innovate, the United States must upgrade and accelerate its commitment to improving educational quality. Consider:

• Only 29% of American fourth grade students, 32 percent of eighth grade students, and 18 percent of 12th grade students performed at or above the proficient level in science.
• About 30% of high school mathematics students and 60% of those enrolled in physical science have teachers who either did not major in the subject in college or are not certified to teach it.
• Among low-income students, 70% of their middle school mathematics teachers majored in some other subject in college.
• Those undergraduates who switch from science and engineering majors to other majors are often among the most highly qualified college entrants, and they are disproportionately women and students of color.
• The U.S. ranks 16th of 17 nations in the proportion of 24-year-olds who earn degrees in natural science or engineering as opposed to other majors.

Despite these disturbing trends, there are proven strategies to improve math and science education-but they must be expanded in order to make a difference at a national level. That's why NMSI is supporting the expansion of two proven programs, endorsed by the Gathering Storm report:

• Training and incentive programs for AP and Pre-AP courses which encourage excellence among the teachers and students of these courses; and
• UTeach, which encourages math and science majors to enter the teaching profession by offering compact degree plans, early teaching experiences, and financial assistance for undergraduates.

UTEACH

UTeach, a program developed at the University of Texas at Austin attracts mathematics, science, and computer science undergraduates into the teaching profession. Drawing on a strong collaboration between UT-Austin's College of Natural Science and College of Education, UTeach allows students to graduate in four years with teacher certification and a B.S. degree in mathematics or science. Hallmarks of the program include early and intensive teaching experience, Master Teachers who come to the institution of higher education with teaching and leadership experiences in public schools to teach and to mentor students, and professional development courses that all focus on teaching mathematics and science–there are no generic education courses.

 Training and Incentive Programs for AP and Pre-AP Courses

Advanced Placement Strategies™ (APS), a non-profit established in 2000, plans, manages, and implements training and incentive programs for AP and pre-AP mathematics, science, and English courses. These programs include extensive formal and informal training of teachers, additional time on task for students, financial incentives based on academic results, and cultivation of Lead Teachers to provide leadership to the program in their schools by mentoring other teachers.