Statement of Daryle H. Busch, Ph.D., President of the American Chemical Society on K-12 science education February 29, 2000

This week, the Senate Subcommittee on Children and Families of the Senate Health, Education, Labor and Pensions Committee will mark up S. 2, the Educational Opportunities Act. Twenty-two science and education societies are pushing for a set aside for the professional development of the nation's science and math teachers. Following is a statement from Dr. Daryle H. Busch, president of the American Chemical Society. Also included is the policy statement from the 22 societies.

"We have to put more mind, money and muscle behind science education in this country. We need to keep in mind the fact that science education leads to better jobs for our students. We need to pay more money to our science teachers, who make less than half of what the average physician makes. And we need more muscle behind science education - stronger support from parents and public officials. As Congress considers increasing the number of teachers, we urge them to ensure funding that will improve teacher quality as well as quantity."

Busch is a professor of chemistry at the University of Kansas. This year, he presides over the Washington, D.C.-based American Chemical Society. With 161,000 members, ACS is the largest scientific society in the world and plays an active role in policy matters related to science education at all levels.

Triangle Coalition for Science and Technology Education

American Association for the Advancement of Science

American Association of Engineering Societies

American Association of Physics Teachers

American Astronomical Society

American Chemical Society

American Crystallographic Association

American Geological Institute

American Institute of Physics

American Mathematical Society

American Physical Society

American Society of Civil Engineers

American Society of Mechanical Engineers, Board on Pre-College Education

Council on Undergraduate Research

Institute of Electrical and Electronics Engineers, Inc.-USA

International Technology Education Association

National Alliance of State Science and Mathematics Coalitions

National Association of Biology Teachers

National Council of Teachers of Mathematics

National Science Teachers Association

National Society of Professional Engineers

Society for Automotive Engineers International

INTERSOCIETY STATEMENT ON K-12 SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY EDUCATION

February 29, 2000

The science, mathematics, engineering, and technology communities strongly urge federal policymakers to make improved student learning in elementary and secondary science, mathematics, and technology education a national priority. For the United States to sustain its economic growth and remain competitive in an increasingly global and technology-driven economy, we need to ensure that we have a scientifically and technologically literate citizenry and workforce.

Employers need workers who have critical reasoning skills and an understanding of scientific inquiry and the concepts of mathematics. To achieve this, our citizens must have a solid education in the sciences, mathematics, engineering and technology.

Empirical evidence clearly shows that quality teachers have a major impact on student learning. Accordingly, we urge a bipartisan concerted effort that focuses on the recruitment, preparation, and professional development needs of our nation's science, mathematics, and technology education teachers. In order to improve student achievement and the quality of their education, we recommend that policymakers:

• Maintain a federal priority for the professional development activities of science, mathematics, and technology education teachers.
• Increase the federal investment in professional development programs that are intensive, long-term, content-based, and aligned with challenging national or state standards.
• Provide increased resources and incentives for the recruitment and preparation of science, mathematics, and technology education teachers.
• Encourage better coordination of efforts among federal agencies that provide significant support for improving K-12 science, mathematics, and technology education.
• Increase educational research to determine effective science, mathematics, and technology education teaching strategies and how students learn.
• Create incentives and opportunities for partnerships between the private sector, universities and colleges, industry, schools and teachers to develop quality educational programs for students and professional development opportunities for teachers.

Journalists may contact Julie Malveaux at (202) 872-6042 in the Department of News & Information at the American Chemical Society, 1155 Sixteenth Street, NW, Washington, DC 20036