[House Hearing, 109 Congress]
[From the U.S. Government Publishing Office]
THE 2004 PRESIDENTIAL AWARDEES
FOR EXCELLENCE IN
MATHEMATICS AND SCIENCE TEACHING
=======================================================================
HEARING
BEFORE THE
COMMITTEE ON SCIENCE
HOUSE OF REPRESENTATIVES
ONE HUNDRED NINTH CONGRESS
FIRST SESSION
__________
APRIL 14, 2005
__________
Serial No. 109-9
__________
Printed for the use of the Committee on Science
Available via the World Wide Web: http://www.house.gov/science
______
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COMMITTEE ON SCIENCE
HON. SHERWOOD L. BOEHLERT, New York, Chairman
RALPH M. HALL, Texas BART GORDON, Tennessee
LAMAR S. SMITH, Texas JERRY F. COSTELLO, Illinois
CURT WELDON, Pennsylvania EDDIE BERNICE JOHNSON, Texas
DANA ROHRABACHER, California LYNN C. WOOLSEY, California
KEN CALVERT, California DARLENE HOOLEY, Oregon
ROSCOE G. BARTLETT, Maryland MARK UDALL, Colorado
VERNON J. EHLERS, Michigan DAVID WU, Oregon
GIL GUTKNECHT, Minnesota MICHAEL M. HONDA, California
FRANK D. LUCAS, Oklahoma BRAD MILLER, North Carolina
JUDY BIGGERT, Illinois LINCOLN DAVIS, Tennessee
WAYNE T. GILCHREST, Maryland RUSS CARNAHAN, Missouri
W. TODD AKIN, Missouri DANIEL LIPINSKI, Illinois
TIMOTHY V. JOHNSON, Illinois SHEILA JACKSON LEE, Texas
J. RANDY FORBES, Virginia BRAD SHERMAN, California
JO BONNER, Alabama BRIAN BAIRD, Washington
TOM FEENEY, Florida JIM MATHESON, Utah
BOB INGLIS, South Carolina JIM COSTA, California
DAVE G. REICHERT, Washington AL GREEN, Texas
MICHAEL E. SODREL, Indiana CHARLIE MELANCON, Louisiana
JOHN J.H. ``JOE'' SCHWARZ, Michigan VACANCY
MICHAEL T. MCCAUL, Texas
VACANCY
VACANCY
C O N T E N T S
April 14, 2005
Page
Witness List..................................................... 2
Hearing Charter.................................................. 3
Opening Statements
Statement by Representative Sherwood L. Boehlert, Chairman,
Committee on Science, U.S. House of Representatives............ 7
Written Statement............................................ 8
Statement by Representative Bart Gordon, Minority Ranking Member,
Committee on Science, U.S. House of Representatives............ 8
Written Statement............................................ 9
Prepared Statement by Representative Bob Inglis, Chairman,
Subcommittee on Research, Committee on Science, U.S. House of
Representatives................................................ 10
Statement by Representative Michael T. McCaul, Member, Committee
on Science, U.S. House of Representatives...................... 14
Prepared Statement by Representative Jerry F. Costello, Member,
Committee on Science, U.S. House of Representatives............ 11
Prepared Statement by Representative Eddie Bernice Johnson,
Member, Committee on Science, U.S. House of Representatives.... 11
Statement by Representative Darlene Hooley, Member, Committee on
Science, U.S. House of Representatives......................... 14
Prepared Statement by Representative Lincoln Davis, Member,
Committee on Science, U.S. House of Representatives............ 12
Prepared Statement by Representative Russ Carnahan, Member,
Committee on Science, U.S. House of Representatives............ 12
Prepared Statement by Representative Sheila Jackson Lee, Member,
Committee on Science, U.S. House of Representatives............ 12
Statement by Representative Jim Matheson, Member, Committee on
Science, U.S. House of Representatives......................... 13
Witnesses:
Ms. Joyce W. Dodd, Bryson Middle School, Simpsonville, South
Carolina
Oral Statement............................................... 15
Written Statement............................................ 17
Biography.................................................... 18
Financial Disclosure......................................... 19
Ms. Cynthis L. Cliche, Homer Pittard Campus School, Murfreesboro,
Tennessee
Oral Statement............................................... 19
Written Statement............................................ 21
Biography.................................................... 23
Financial Disclosure......................................... 24
Ms. Cassandra Barnes, Oregon Trail Elementary School, Clackamas,
Oregon
Oral Statement............................................... 24
Written Statement............................................ 26
Financial Disclosure......................................... 28
Ms. Lonna Sanderson, Will Davis Elementary School, Austin, Texas
Oral Statement............................................... 29
Written Statement............................................ 31
Biography.................................................... 32
Financial Disclosure......................................... 33
Ms. Pita Martinex-McDonald, Cuba Elementary School, Cuba, New
Mexico
Oral Statement............................................... 33
Biography.................................................... 35
Financial Disclosure......................................... 35
Discussion....................................................... 36
Appendix: Additional Material for the Record
``Finally, Water: Residents of Navajo Village Overjoyed to Have
First Water Line,'' by Leslie Linthicum........................ 56
THE 2004 PRESIDENTIAL AWARDEES FOR EXCELLENCE IN MATHEMATICS AND
SCIENCE TEACHING
----------
THURSDAY, APRIL 14, 2005
House of Representatives,
Committee on Science,
Washington, DC.
The Committee met, pursuant to call, at 10:13 a.m., in Room
2318 of the Rayburn House Office Building, Hon. Sherwood L.
Boehlert [Chairman of the Committee] presiding.
hearing charter
COMMITTEE ON SCIENCE
U.S. HOUSE OF REPRESENTATIVES
The 2004 Presidential Awardees
for Excellence in
Mathematics and Science Teaching
thursday, april 14, 2005
10:00 a.m.-12:00 p.m.
2318 rayburn house office building
1. Purpose
On Thursday, April 14, 2005, the House Committee on Science will
hold its annual hearing to hear from teachers on how the Federal
Government can help improve K-12 math and science education. Five
elementary school math and science teachers will testify before the
Committee. They are in town this week to receive the 2004 Presidential
Award for Excellence in Mathematics and Science Teaching, the Nation's
highest commendation for K-12 math and science educators. At the
conclusion of the formal hearing process, the other awardees, who will
also be in attendance at the hearing, will be given the opportunity to
make brief statements on the subject of K-12 math and science
education. Their comments will be entered into the official hearing
record.
2. Witnesses
Joyce Dodd teaches sixth grade mathematics at Bryson Middle School in
Simpsonville, SC. Ms. Dodd has more than 30 years of teaching
experience.
Cynthia Cliche (rhymes with fish) teaches first grade mathematics at
Homer Pittard Campus School in Murfreesboro, TN. Ms. Cliche is also a
college level Math Methods instructor for Middle Tennessee State
University. Ms. Cliche has more than 20 years of teaching experience.
Cassandra Barnes teaches third grade mathematics at Oregon Trail
Elementary School in Clackamas, OR. Ms. Barnes has 10 years of teaching
experience.
Lonna Sanderson teaches third grade science at Will Davis Elementary
School in Austin, TX. Ms. Sanderson is a National Board Certified
Teacher with more than 30 years of teaching experience.
Pita Martinez-McDonald teaches fourth grade science at Cuba Elementary
School in Cuba, NM. Ms. Martinez-McDonald has more than 30 years of
teaching experience.
3. Background
On April 26, 1983, a blue-ribbon commission appointed by the Reagan
Administration released ``A Nation at Risk,'' a report containing
strong language and disturbing findings on the state of education in
the U.S. In one of its more memorable lines, the report stated, ``If
any unfriendly foreign power had attempted to impose on America the
mediocre education performance that exists today, we might well have
viewed it as an act of war.'' Included among the ``indicators of risk''
were international comparisons of student achievement, which revealed
that U.S. students were never first or second on any of 19 different
academic tests, and they scored in last place in seven of them.
National assessments also showed a steady decline in science
achievement scores of U.S. 17-year-olds.
Today, U.S., educators, researchers, policy-makers and the general
public use the National Assessment of Educational Progress (NAEP), a
congressionally-mandated project of the National Center for Education
Statistics at the U.S. Department of Education (ED), to determine what
students know and can do in various subject areas. While NAEP does not,
and is not designed to, report on the performance of individual
students, it does compare student achievement in states and other
jurisdictions and track changes in the achievement of fourth-, eighth-,
and twelfth-graders over time in mathematics, reading, writing,
science, and other content areas.
In mathematics, the 2003 NAEP results (the latest report available)
found the performance of fourth and eighth graders increased steadily
from 1990 to 2003, and the average scores in 2003 were higher than in
all previous assessments. More encouraging, some of the lowest-
performing students made the greatest improvements. The proportion of
African-American and Hispanic fourth graders reaching the basic
achievement level--the level of minimum competency--in mathematics rose
from 36 to 54 percent and 42 to 62 percent respectively. It was also
notable that these achievements occurred while higher-scoring students
also made gains, although at a somewhat slower rate.
This represents real progress, but many U.S. students are still not
proficient in mathematics. While the 2003 NAEP showed an increase in
the proportion of students reaching the proficient level, only 32
percent in grade four and 29 percent in grade eight were able to do so
and even smaller proportions were able to reach the advanced levels. In
addition, while the 2003 NAEP did not assess students in grade 12, the
2000 NAEP found that 35 percent of twelfth graders were below the basic
achievement level in mathematics, reinforcing the concern that
achievement falters as students progress from middle school to high
school.
In science, the 2000 NAEP (the latest report available) showed that
the average scores of fourth and eighth graders were essentially
unchanged from 1996 while the scores for twelfth graders declined by
three points--a significant decline. Specifically, in 2000, only 29
percent of fourth graders scored proficient or better as did 32 percent
of eighth graders and 18 percent of twelfth graders. Worse, scores for
American Indian students in eight grade and white students in twelfth
grade fell from 1996 to 2000.
For a comparative perspective on education in the U.S. and in other
industrialized nations, the U.S. uses the Trends in International
Mathematics and Science Study (TIMSS), an assessment given every four
years, to provide participating nations with information on their
students' understanding of math and science. The 2003 TIMSS, issued in
December 2004, showed that the absolute scores of U.S. fourth and
eighth grade students improved. However, while the relative rank of
U.S. eighth graders improved, the rank of fourth graders dropped. U.S.
students performed in the middle ranks of students in mathematics (in
which students from about 35 nations were tested), and somewhat higher
in science (in which students from about 15 nations were tested). U.S.
students did not lead in any category.
The 2003 TIMSS did not assess 12th graders but another
international assessment, the Program for International Student
Achievement (PISA), showed American 15-year-olds performing below the
international average in mathematics literacy and problem-solving.
While U.S. undergraduate and graduate education remains the envy of
the world, the interest of, and the participation by U.S. students in
science, technology, engineering and math is declining. In fact, 25-30
percent of entering freshmen express an interest in science and
engineering, but less than half complete a science or engineering
degree in five years. As the number of U.S. science and engineering
students declines, our dependence on foreign students grows. According
to NSF's Science and Engineering Indicators (2002), the percentage of
foreign-born individuals among scientists and engineers in the U.S. is
growing at all degree levels, in all sectors, and in most fields.
Especially high percentages are found in engineering (45 percent),
computer sciences (43 percent) and mathematics (30 percent).
Issues in K-12 Education
Over the years, education research and successful reform
initiatives have underscored the importance of having a qualified
teacher. Yet, in response to impending teacher shortages, particularly
in mathematics and science, many states have allowed individuals
without the appropriate background to teach. In fact, the Department of
Education's 2004 ``Condition of Education'' report found that 49
percent of seventh grade mathematics teachers did not have the
equivalent of a minor in mathematics, and that 32 percent of middle
school science teachers did not have the equivalent of a minor in any
of the sciences. Not surprising, high school students in high minority
and high poverty public schools fared even worse with more science and
mathematics courses taught by out-of-field teachers.
A related problem is the exodus of new teachers from the
profession, with more than 30 percent leaving within five years. High
teacher turnover creates a continual demand for new teachers, and those
teachers require teacher professional education and development. Partly
as a result, many schools are moving toward the regulation of teaching
practice, such as the use of more scripted curriculum materials--a
change that may limit some able teachers from exercising their
professional knowledge and discretion, making teaching less inviting to
those most qualified.
To achieve the twin goals of improving education and narrowing the
achievement gap, No Child Left Behind--President Bush's comprehensive
K-12 education law--requires a ``highly qualified'' teacher in every
classroom, it raises the qualifications of paraprofessionals (also
known as teacher aides) and it requires public reporting of staff
qualifications. It also provides state grants to recruit and train
teachers.
At its center, No Child Left Behind seeks to hold schools
accountable for the progress of their students by requiring annual
testing for all students in grades 3-8 in reading and math and by
ensuring that all students make ``annual yearly progress'' toward
proficiency in these subjects, the prime measure of success under the
law. Failure to do so results in a school being identified as ``needing
improvement,'' which triggers various interventions, such as choices
for parents and corrective actions. In addition, states are required to
have academic-content standards in place for science by the 2005-2006
school year and, beginning in 2007-2008, states will also have to test
in science at least once in each of the 3-5, 6-9 and 10-12 grade spans.
But science test results will not be counted as a factor in determining
whether a school or district is making adequate yearly progress unless
states voluntarily decide to impose that step.
While many have credited the new law with the improvement in
student achievement on national and international assessments, others
have complained that the reliance on testing has resulted in ``teaching
to the test'' and ``dumbing down the curriculum.'' In addition, while
the science requirements under No Child Left Behind have placed a
renewed emphasis on the subject, including the design of new tests and
the reform of science courses to align them to state standards, many
believe that the more immediate pressures in reading and mathematics
will keep science at the margins of education.
National Science Foundation (NSF) K-12 Education Programs
Math and Science Partnership Program
No Child Left Behind also called for the creation of a new Math and
Science Partnership Program at NSF to bring together higher education,
school systems and businesses. Ultimately, Congress created two
complementary programs: one at NSF and one at ED. The NSF program
awards grants on a peer-reviewed, competitive basis to partnerships
between institutions of higher education and one or more school
districts to improve math and science education. Funds are used to
develop innovative reform programs that, if proven successful, would be
the key to large-scale reform at the state level. The ED program
allocates funding on the basis of population and poverty to all 50
states, which then compete the funding to math and science partnerships
at the local level.
The Administration's fiscal year 2005 (FY05) budget attempted to
zero out the NSF program and transfer the remaining $120 million to ED.
The Science Committee opposed the move in its FY05 Views and Estimates.
In relevant part, the Committee stated:
The Committee is especially troubled by the proposal to
eliminate the NSF's Math and Science Partnership Program. This
program was specifically authorized as part of the National
Science Foundation Authorization Act of 2002. The Committee
strongly believes that NSF is the only federal agency with a
proven record of selecting education projects that offer the
best hope to narrow the achievement gap and raise student
performance in math and science. Through its competitive,
merit-based process, NSF is uniquely qualified to use its
decades of experience in education research and evaluation to
appraise grant proposals and to strengthen the link between
research findings and classroom practice. The Partnerships
program should be funded at the authorized level of $200
million.
This transfer was ultimately rejected by the Congress. While the
President's FY06 budget request did not renew the call for the
transfer, it requested only $80 million to meet existing obligations
under the NSF program. Further, the request increased funding for the
ED program and made clear that no new NSF grants would be awarded in
FY06.
Elementary, Secondary, and Informal Education
NSF also sponsors a number of other programs through its Division
of Elementary, Secondary, and Informal Education that are designed to
improve pre-K-12 science, technology, engineering and mathematics
education. Some, such as the Instructional Materials Development
Program, are designed to develop and disseminate instructional
materials and assessments. Others, like the Informal Science Education
Program, are designed to promote learning outside the classroom,
including through the media, museum exhibits and community-based
organizations. Funding for Elementary, Secondary and Informal Education
at NSF--a division of the Education and Human Resources Directorate--
totaled approximately $181 million in FY05. The President's FY06 budget
request provides only $141 million. The committee expressed its concern
in its FY06 Views and Estimates. In part:
The Committee is especially disturbed by the proposed cuts in
NSF's Education and Human Resources (EHR) Directorate. Since
1950, NSF has been tasked with strengthening math and science
education programs at all levels. Yet under the budget
proposal, the overall investment in education at NSF would drop
from $841.4 million in FY05 to $737 million in FY06 (down 12
percent). Much of the decrease would occur in the Elementary,
Secondary, and Informal Education (ESIE) account, which would
drop from $182 million to $141 million....
NSF's education programs are unique in their capacity to
develop new and improved materials and assessments, create
better teacher training techniques and move promising ideas
from research to practice. The Committee fears that
disinvestments in this area will deprive states, school
districts and schools of the tools and ideas they need to
achieve the goals of the No Child Left Behind Act. NSF's EHR
programs should receive at least level funding in FY06.
Presidential Award for Excellence in Mathematics and Science Teaching
In 1983, President Reagan signed into a law a program establishing
the Presidential Award for Excellence in Mathematics and Science
Teaching to identify outstanding science and mathematics teachers in
kindergarten through 12th grade. The program, which is administered by
NSF, identifies outstanding science and mathematics teachers,
kindergarten through 12th grade, in each state. These teachers are to
serve as models for their colleagues and will be leaders in the
improvement of science and mathematics education. In fact, since 1983
over 3,000 teachers have been selected to enter the network of
Presidential Awardees. While most have remained in the classroom, some
have become school principals, supervisors, superintendents and college
faculty.
Recognition is given to K-12 teachers in four award groups: (l)
elementary mathematics, (2) elementary science, (3) secondary
mathematics, and (4) secondary science, with the secondary groups
including middle, junior, and senior high school teachers. The award
now alternates yearly by grade level. This year, the award will
recognize teachers of grades K-6, with one elementary math and one
elementary science awardee from each state.
Teachers applying for the award must be nominated. Anyone may
nominate a teacher (self-nominations, however, are not accepted), and
then a state selection committee chooses three finalists from each
award group for recognition at the state level. A national selection
committee, comprising prominent mathematicians, scientists and
educators, reviews the state-level finalists and makes award
recommendations to NSF and the President. Each award includes a $10,000
award from the NSF for the recipient's school and a Presidential
citation. In addition, awardees are invited to attend an award ceremony
and other Washington recognition events, including meetings with
leaders in government and education.
4. Questions for Witnesses
The panelists were asked to address the following questions in
their testimony before the Committee:
Based on the involvement you have had with federal
math and science programs, what are the most important and
effective components of these programs?
What are the factors that limit the performance of
students and teachers in math and science? What is the single,
most important step that the Federal Government should take to
improve math and science education?
What elements of your pre-service or in-service
training have been most helpful in meeting the daily demands of
working with students, developing innovative classroom
strategies and delivering content rich instruction to a diverse
group of students?
Chairman Boehlert. The hearing will come to order.
I am going to keep my opening remarks brief, because I have
had the privilege of having breakfast this morning with our
presidential awardees, and what a pleasure it was to start off
the day with them.
Let me just say, though, that there is no issue within our
jurisdiction that I care more deeply about than science and
math education, especially at the pre-college level, and I
suspect that every one of my colleagues here today would say
the same thing.
None of the other things this committee wants to see done,
whether it is developing a hydrogen car or maintaining a
presence in space, none of these things can be accomplished
unless we have the scientists and engineers to do the work in a
scientifically literate society that will support and learn
from it. And of course, there is only one way we can create
those scientists and engineers and educated citizens, and that
is through education, starting from earliest childhood.
And who will do the educating? Parents, surely, and, for
better or worse, the popular culture. But the most critical
component in the whole system are our nation's teachers. That
is why one of the first hearings I held as Chairman of this
committee was with the Presidential Math and Science Teaching
Awardees, and I promised to make this an annual event.
Let me say how refreshing it was for the first time--we
talk a lot about education, we talk a lot about teaching. We
ought to do more listening, and I can't think of a better group
to listen to than the people before me, not just those of you
who are on the panel, but all of those educators that you
represent who are so dedicated and so devoted.
You would think that this kind of hearing would be
happening all of the time, but unfortunately, that is not the
case. Instead, Congress talks constantly about education, but
it rarely listens. And it listens least of all to the most
important experts, actual classroom teachers, the folks at the
front lines of our nation's education system. And let me tell
you something. We talk about education. Everybody in this town
likes to talk about the importance of national security. This
is a national security issue of the highest order, educating
our young people, particularly in the math and science
disciplines. And if you want to be encouraged about the
opportunities for careers, because everybody expects the same
thing, you work hard, you do what mom and dad or your preacher
or your priest or your rabbi tells you to do, you get good
grades, and you come out and say, ``Here I am world.'' If there
are no job opportunities, all of that seems to be for naught. I
will tell you, in my area alone, in central New York, they are
trying to hire 1,200, not 12, not 112, but 1,200 engineers. I
had meetings yesterday to talk to these people about them.
Workforce development, there isn't a Member of Congress who
doesn't face that. Every time I go back home to talk to the
business leaders, they say, ``We have got to develop a better-
educated workforce.'' And I say, ``You are right.'' And I wish
I could bring all of those captains of industry down here to
listen to this panel.
I am excited about your presentation, as I am every year.
And you will see Members of Congress coming and going, because
quite frankly, while a lot of people are under the
misunderstanding that Members of Congress don't work very hard,
I can tell you they work very hard. And Members of Congress are
not just on a Committee, like this Science Committee, as
important as it is, they are on defense committees and
committees dealing with foreign policy and agriculture and
education, a whole wide range of subjects. So people come and
go because they are jockeying their schedule, and you will see
Members come in and go out. It is not because of any lack of
interest. It is because they are all someplace doing something.
Woody Allen says, ``Everybody has to be someplace.'' Well, here
we are. And boy, I am happy to be here. And I am happy to be
here to introduce you to my associate in this venture, my
partner, the Ranking Minority Member, Mr. Gordon of Tennessee.
[The prepared statement of Chairman Boehlert follows:]
Prepared Statement of Chairman Sherwood L. Boehlert
I'm going to keep my opening comments brief so we can get to our
impressive witnesses without further delay.
Let me just say, though, that there is no issue within our
jurisdiction that I care about more deeply than science and math
education, especially at the pre-college level. And I suspect that
every one of my colleagues on this dais would say the same thing.
None of the other things this committee wants to see done--whether
it's developing a hydrogen car or maintaining a presence in space--none
of these things can be accomplished unless we have the scientists and
engineers to do the work and a scientifically literate citizenry who
will support it and learn from it. And, of course, there's only one way
we can create those scientists and engineers and educated citizens, and
that's through education--starting from earliest childhood.
And who will do the educating? Parents, surely, and, for better or
worse, the popular culture. But most critical are our nation's
teachers. That's why one of the first hearings I held as Chairman of
this committee was with the Presidential Math and Science Teaching
Awardees, and I promised then to make the hearing an annual event.
You'd think that this sort of hearing would be happening all the
time, but, unfortunately, that's not the case. Instead, Congress talks
constantly about education, but it rarely listens, and it listens least
of all to the most important experts--actual classroom teachers, the
folks at the front lines of our nation's educational system.
So today's hearing offers us a rare opportunity to hear directly
from teachers--and not just any teachers, but those who have been
recognized as the best. So we're eager to hear what you have to say.
We want especially to learn how the Federal Government can help you
do your jobs. Which federal programs have been helpful and which have
not worked? Please be candid and specific in your answers, and describe
particular experiences that you have had. We hear policy prescriptions
and theories all the time; we want to hear from you about real life.
But before we begin, let me just congratulate each of you, not only
for winning this prestigious award, but for doing the incredible work
that enabled you to earn it. We want to hear from as many of you as
possible, so we'll go through our usual hearing--listening to testimony
and asking questions to our panel of four teachers--and then, if time
allows, we'll open the floor for a while to comments from any of the
other awardees.
I'm eager to hear your testimony.
Mr. Gordon. Thank you, Mr. Chairman. I want to join you in
welcoming all of these outstanding teachers to our meeting
today.
In Washington, we are often not very brief, and we don't
worry about duplication, but when we occasionally do, we say we
want to associate ourselves with the remarks of the, whomever
it might be, and I certainly want to associate myself with the
remarks of our Chairman, who really summed up my feelings and
most folks' feelings here about the importance of the job that
you do, because you really are the men and women that serve on
the front lines with K-12 in math and science. And as a son of
two teachers, I admire the skill and the dedication of all of
you outstanding teachers. And I want to extend my very sincere
congratulations to all of you.
And I would particularly like to acknowledge and
congratulate one of our witnesses, my constituent, Ms. Cynthia
Cliche from Homer Pittard Campus School in my hometown of
Murfreesboro, Tennessee. In addition to teaching the first
grade, Cynthia is a Math Methods instructor at Middle Tennessee
State University, also my alma mater, so as you can see, there
is some overlap here.
There is no more important job--and also I had nothing to
do with this election. There is no more important job than the
one these teachers perform every day. Their efforts inspire the
next generation of scientists, mathematicians, and engineers
who will make the discoveries and create the technological
marvels of the future.
And today, the Science Committee has the privilege of
hearing from some of the best math and science teachers in the
Nation, and I hope to learn what attracted you to teaching
careers and the factors that led to your outstanding success as
math and science teachers, and what it will take to replicate
your success and increase your numbers. And I would also
appreciate hearing about your experiences with federally-
sponsored teacher professional development programs and the
activities that resulted in new, and hopefully improved,
teaching materials. This is particularly important to us right
now, because many of us are concerned that the current
science--or not only on the Science Committee, but throughout
Congress, we are very concerned that the fiscal year 2006
budget contemplates a significant reduction in the programs
that support K-12 science and math education. So I hope that
you are going to give us some ammunition to combat the folks
that want to do that.
And I would also be interested in hearing about the
experiences that the expert teachers here this morning have had
with the National Science Foundation-supported education
programs and what value they would place on these programs.
Again, I want to congratulate not only our witnesses but
all of you here today, you outstanding teachers, for
contributions that you are making yourself to our country, but
more importantly, really, for the inspiration in all of those
apostles that you are sending out to help others.
Thank you very much.
[The prepared statement of Mr. Gordon follows:]
Prepared Statement of Representative Bart Gordon
Mr. Chairman, I am pleased to join you in welcoming the many
outstanding teachers present in our hearing room this morning.
Our witnesses, and their colleagues in the audience, have come to
Washington to receive the Presidential Award for Excellence in
Mathematics and Science Teaching. These are the men and women who serve
with distinction on the front lines of K-12 science and math education.
As the son of two teachers, I admire the skill and dedication of
these outstanding teachers and extend my warmest congratulations to
each of them.
I would particularly like to acknowledge and congratulate one of
our witnesses, and my constituent, Ms. Cynthia Lynn Cliche from Homer
Pittard Campus School in Murfreesboro, TN.
She is a graduate of Ball State University and received a Master's
degree from Berry College.
In addition to teaching first grade math, she is a Math Methods
Instructor at Middle Tennessee State University.
There is no more important job than the one these teachers perform
every day. Their efforts inspire the next generation of scientists,
mathematicians, and engineers, who will make the discoveries and create
the technological marvels of the future.
Today, the Science Committee has the privilege of hearing from some
of the best math and science teachers in the Nation.
I hope to learn what attracted you to teaching careers and the
factors that led to your outstanding success as math and science
teachers--and what it will take to replicate your success and increase
your numbers.
I would also appreciate hearing about your experiences with
federally sponsored teacher professional development programs and
activities that resulted in new, and hopefully improved, teaching
materials.
This is a matter of particular interest to the Science Committee as
we contemplate the FY 2006 budget request for the National Science
Foundation, which recommends substantial reductions in the programs
that support K-12 science and math education activities.
I would be interested in hearing about the experiences the expert
teachers here this morning have had with NSF-supported education
programs, and what value they would place on these programs.
Again, I want to offer my congratulations to our witnesses on their
presidential awards. I appreciate their attendance before the
Committee, and I look forward to our discussion.
Chairman Boehlert. Thank you very much, Mr. Gordon.
[The prepared statement of Mr. Inglis follows:]
Prepared Statement of Representative Bob Inglis
Thank you, Mr. Chairman, for the opportunity to congratulate these
teachers who have demonstrated such excellence in their fields. You all
represent the future of our nation. By teaching our children in the
basic skills of math and science, you are sowing the seeds of a
competitive workforce.
I'm sure that there are Members of this committee who can speak
more intelligently about the work you do, including Ms. Hooley, the
Ranking Member of the Research Subcommittee, who is a former teacher. I
am looking forward to hearing more from you about the magic you work in
the classroom, stirring interest in science and mathematics. I'd like
to take this time to talk a little about the future.
A few months ago, I spoke to an executive for General Electric.
When I asked him if he had enough qualified engineers to fill his
research jobs, he said ``No.'' He could hire 300 tomorrow if they were
available. He said we need more qualified and inspiring teachers. There
just aren't enough teachers to train the future scientists and
engineers his company needs.
GE is not alone. The Department of Labor estimates that there will
be six million job openings for scientists, engineers, and
mathematicians by 2008. Sixty percent of new jobs will require a solid
mathematical background. Think about auto mechanics: they need to be
able to read graphs, understand timing diagrams, and reset
microprocessors.
But we're not on a path to fill those six million job openings.
We're only producing 60,000 engineers per year, compared to over half-
million per year in China and India. I fear that our lack of investment
in science and math education is creating an innovation gap between our
country and emerging economies. We must not sit idly by and slip into
obscurity.
That's why I'm pleased that we're highlighting your work today.
Your ability to impart passion is a gift. We all have a story of how a
great teacher changed the way we thought, not just about the subject
matter, but about the world. Those present are acknowledged as our
nation's greatest teachers, and our greatest resource for reaching our
children with the message: math and science are essential to your
future success.
I'm eager to hear your suggestions of how we can help you do your
job better, and how we can help other teachers become inspirers.
[The prepared statement of Mr. Costello follows:]
Prepared Statement of Representative Jerry F. Costello
Good morning. I want to thank the witnesses for appearing before
our committee to discuss elementary and secondary math and science
education. For years, the Science Committee has been actively
conducting hearings on reform of elementary and secondary education to
better student performance and has produced quality legislation to
reverse a trend of inadequate interest and training in the science,
math, engineering, and technology fields. Today's hearing continues
this effort and gives us the opportunity to honor a group of teachers
that have been recognized for their excellence as math and science
teachers, and to discuss factors influencing recruitment and retention
of math and science teachers.
I continue to be concerned that our students are far behind in math
and science issues. Failure to engage more elementary and secondary
students in these subjects has the direct effect of decreasing the
number of math and science undergraduates and, consequently, graduate
students. It is important to provide stimulating and challenging math
and science education programs for all students in order to foster a
leads to the development of a less-informed, less-discriminating
citizenry. My wife, who is the Assistant Superintendent of the Regional
Office of Education in St. Clair, County Illinois, often reminds me
that at the front lines of any reform efforts are teachers. High
teacher turnover creates a continual demand for new teachers, and those
teachers require teacher professional education and development. Having
a qualified teacher in every classroom is a significant contributor to
student success and ensuring a superior education.
As Congress debates the Budget Resolution for Fiscal Year 2006, we
must remember how important and critical these initiatives are for
students to be competitive in math and science nationally and
internationally. Each year, we have this hearing to bring us closer to
resolving a fundamental problem that continues to plague our education
system. I commend the Science Committee's commitment to improving
teacher recruitment and retention so we can increase student interest
levels and their knowledge and understanding of these valuable
subjects, and I welcome our panel of witnesses and look forward to
their testimony.
[The prepared statement of Ms. Johnson follows:]
Prepared Statement of Representative Eddie Bernice Johnson
First, I would like to thank the Chair and Ranking Member for
calling this hearing. I also want to congratulate the teachers who are
here before us as witnesses today on their outstanding accomplishments.
Today, we are here to honor a group of teachers who have received
national recognition for their excellence as science and math teachers,
and to explore some of the factors that influence the recruitment,
professional development and retention of science and math teachers.
It is very important that we meet to recognize the important
contributions made by these individuals. Teachers improve the lives of
children and their families. Teachers also strive to give voice to
their legitimate professional, economic and social aspirations. They
strengthen the institutions in which we work, improve the quality of
the services we provide, bring together all members to assist and
support one another and promote democracy, human rights and freedom, in
our nation and throughout the world.
I believe that education must be our number one national priority.
In fact, during my almost thirty years as a legislator, I have fought
to ensure that education is on top of the legislative agenda.
Without teachers, this nation could not flourish. A skilled
workforce is the essential fuel to propel the economy and ensure a high
quality of life. It is absolutely critical to the success of our
nation's economy that we continue to produce a scientifically literate
workforce.
It is for teachers, like the ones who are here today, that we must
re-emphasize our commitment to education. Now is the time to increase
education spending. Education is not a luxury item that can be trimmed
when more enticing budget items beckon. It is an essential element that
should be our highest national priority.
It is time to take action to ensure the best possible education for
our children.
[The prepared statement of Mr. Davis follows:]
Prepared Statement of Representative Lincoln Davis
Congratulations to all of the recipients of the 2004 Presidential
Award for Excellence in Mathematics and Science Teaching. This award is
the Nation's highest prize for K-12 math and science educators.
Math and science education is important for the prosperity and
international competitiveness of our nation. Our ability to develop
faster computers, better research tools, more sensitive medical
diagnostic equipment, and more fuel-efficient engines depend on what we
do now to produce future scientists and engineers. We must foster a
creative spirit and love of math and science in kids today.
The work of teachers everywhere inspires these future generations.
Great educators, such as those being honored here today, are planting
seeds in the minds of bright, curious, young students. These teachers'
days are long, their charge is great, but their influence is powerful.
In Tennessee, two teachers were selected for this highest honor in
K-12 math and science education. One of them, Ms. Beverly Ramsey, is
from Viola, Tennessee, and teaches at West Elementary School in
McMinnville. I would like to extend special congratulations to her. I
am certain that Ms. Ramsey's energy and love of science are infectious
in her classroom and have inspired many young scientists.
I commend the important work that all of you are doing and am
grateful for this forum to recognize you today.
[The prepared statement of Mr. Carnahan follows:]
Prepared Statement of Representative Russ Carnahan
Mr. Chairman and Mr. Ranking Member, thank you for holding this
positive hearing today.
I am pleased to welcome our exemplary panelists and awardees, Joyce
Dodd, Cynthia Cliche, Lonna Sanderson, Cassandra Barnes, and Pita
Martinez-McDonald. Also, I want to give special recognition to the two
awardees from my home State of Missouri, Russell Gramer and Gail
Underwood.
Thank you for agreeing to speak to the Science Committee today, and
more importantly, thank you for your hard work and outstanding
commitment to serving our nation's children.
Clearly, our nation experiences setbacks in recruitment of teachers
in mathematics and science as well as declining student performance in
the same subject areas. Today's testimony is a breath of fresh air at a
time when we find no simple solutions to either of these problems.
Please know that this body is committed to finding the policy
solutions best suited to improve student performance in math and
science. We have much to learn from all of you and I look forward to
your testimony.
[The prepared statement of Ms. Jackson Lee follows:]
Prepared Statement of Representative Sheila Jackson Lee
Chairman Boehlert, Ranking Member Gordon,
I want to thank you for organizing this important hearing with
these teachers who exemplify all that is right with our nation. Truly,
teachers are among the Americans who give the most and ask for the
least in return. They are true public servants and it is on their
shoulders that our hopes as a nation really rest. It was the great
educator and civil rights leader Mary McLeod Bethune who said: ``We
have a powerful potential in our youth, and we must have the courage to
change old ideas and practices so that we may direct their power toward
good ends.'' Clearly, the young students we teach today will be the
leaders of industry that our nation will depend on in the not too
distant future.
Let me congratulate all the 2004 Presidential Awardees for
Excellence in Mathematics and Science Teaching. Let me especially
congratulate my fellow Texans in the room: Ms. Lonna Sanderson from
Austin, TX and Ms. Kathy Skinner from Grapevine, TX, both of you have
made the great State of Texas proud with your achievement. All the
Members of this committee will agree that Math and Science are two
subjects we simply can not ignore in our youth. Our nation has declined
over the years in these vital subject areas and it is to our long-term
detriment. Our nation has been known throughout the world as one of
innovation and discovery, however we may not be able to hold this
distinction unless we can continue to inspire our youth to push the
boundaries of what is possible.
I am especially concerned about the issue of minorities in math and
science. Minorities are under-represented at every level from
elementary to graduate school. Lack of preparation in science among
under-represented minority groups in the early elementary grades
undermines enrollment and success in secondary-level school programs
and, ultimately, in college and career choices later in life. In fact,
To achieve ``parity''--minorities in engineering comparable to their
representation in the general population--we would have to produce by
2010 an average of 25,000 per year. Today, universities graduate just
over one-third that number.
As the Nation's economic base shifts increasingly toward
technology, participation and achievement in science and mathematics
among minority students become increasingly important. Unfortunately,
minority students, those who form the most rapidly growing portion of
our school-age population, are the ones that are most left out of
science and mathematics. By not studying these subjects, both the
minority students and the United States as a whole stand to lose. The
minority students are depriving themselves of many career choices,
including the skilled technical and computer-oriented occupations as
well as access to high salaried occupations. Further, a basic
understanding of science and mathematics is essential for all students,
not only those pursuing careers in scientific and technical fields.
Adequate preparation in science and mathematics enables students to
develop intellectually and socially, and participate fully in a
technological society as informed citizens. The United States can meet
future potential shortfalls of scientists and engineers only by
reaching out and bringing members of under-represented minorities into
science and engineering. America's standing and competitiveness depend
on it.
Truly, the areas of math and science are essential to our youth as
well as to the health of our nation. Young Americans will be the future
leaders and innovators not only for our nation, but for the world. It
was author Luella F. Phean who stated: ``Youth is not a time of life,
it is a state of mind. You are as old as your doubt, your fear, your
despair. The way to keep young is to keep your faith young. Keep your
self-confidence young. Keep your hope young.'' I am confident that all
the teachers we have here today give that spirit of encouragement to
all their students and our nation will only be richer for it.
[The prepared statement of Mr. Matheson follows:]
Prepared Statement of Representative Jim Matheson
Mr. Chairman, Ranking Member Gordon, I appreciate the opportunity
to participate in today's hearing. The quality of math and science
education in our country is an important consideration, and one of the
best tools that we have in making improvements is the examination of
current, successful classroom teachers.
In that vein, I wanted to briefly recognize two of my constituents,
both of whom are 2004 Presidential Awardees for Excellence in
Mathematics and Science Teaching.
Ms. Carol Skousen is a teacher at Twin Peaks Elementary School in
Holladay, Utah. She is noted for being an excellent classroom teacher.
The principal of her school notes that she demonstrates concern for
each individual child, ``sensitivity with which she listens and
(concern) in responding to inquiring minds.''
The second individual is Ms. Jennifer Buttars. She teaches in the
Jordan School District in Utah and she was awarded the mathematics
prize for our state.
Both of these teachers exemplify the excellence in education that
should serve as a model for our school system. They have devoted
considerable time to improving their classrooms and ensuring that their
students truly benefit from their energy and devotion to this
profession.
I am very pleased that both Ms. Skousen and Ms. Buttars are here
today for this important hearing. Thank you, Mr. Chairman.
Chairman Boehlert. Our witness list is very distinguished.
Joyce Dodd teaches sixth grade mathematics at Bryson Middle
School in Simpsonville, South Carolina. Ms. Dodd has more than
30 years of teaching experience. You have already been
introduced to Cynthia Cliche who teaches first grade
mathematics, and had the good judgment to go to Mr. Gordon's
alma mater, at Homer Pittard Campus School in Murfreesboro,
Tennessee. Ms. Cliche is also a college-level Math Methods
instructor for Middle Tennessee State University. She has more
than 20 years of teaching experience. Cassandra Barnes
teaches--oh, now wait. I am not going to introduce you, Ms.
Barnes. I am going to yield to Congresswoman Hooley for an
introduction.
Ms. Hooley. Thank you, Mr. Chairman.
And again, congratulations to all of you and for what you
do every day.
Ms. Barnes teaches grade school in Clackamas County, my
home county, and it is wonderful what she does and that you are
with us today. Thank you for being here. As technology
continues to advance and improve at our workplace, it places
more stress on math and science. Ms. Barnes inspires her
students every single day in math and science. And it is really
important because so much of that is the future of our country.
It is the foundation of our new jobs, and so we are delighted
that you are with us today.
And again, congratulations to all of you.
Thank you, Mr. Chair.
Chairman Boehlert. Thank you very much.
And for the purpose of an introduction, the Chair
recognizes Mr. McCaul of Texas.
Mr. McCaul. Thank you, Mr. Chairman.
First, I want to congratulate all five of you. In my view,
you have the most important job in the world. You are the
educators that shape the future of America, and I want to thank
all five of you for that.
It is my honor to introduce to you Lonna Sanderson. She is
from Texas, my home state, and she is from my hometown of
Austin. She is also, more importantly, a constituent of mine,
and I probably shouldn't say this, but she did vote for me,
which I was glad to hear backstage. And I had--unlike the
Ranking Member, I had everything to do with her nomination.
Just kidding.
She is a third grade teacher at Will Davis Elementary
School in Austin independent school district. She is in her
fifth year at Will Davis, but she has been an elementary school
teacher in Austin independent school district for 25 years. In
2000, Ms. Sanderson was recognized as a national board-
certified teacher, an achievement she considered the high point
of her career until now, when now she is receiving the
Presidential Award for Excellence in Science and Mathematics
Teaching. Ms. Sanderson is a person who is capable of great
accomplishments. And this is just what she is achieving by
giving Texas' young students a world-class education in math
and science, an achievement we need more of in this Nation to
cultivate and raise more scientists and engineers in this
country, more home grown. I wish that every math and science
teacher could be as gifted as Ms. Sanderson and the rest of the
recipients of this great honor from President Bush. For
innovative use of technology in the classroom is truly a model
for the Nation.
Mr. Chairman, I look forward to working with you and the
Science Committee to find ways to address America's teacher
shortage and to keep kids excited about the great possibilities
of math and science academics.
And I would like to end with a quote that appears behind
me, because I think it says everything about your profession:
``For I dipped into the future as far as human eyes could see
and the vision of the world and all of the wonder that would
be.'' That is what you provide for the youth in the United
States and in America, and I thank you for it.
Thank you, Mr. Chairman.
Chairman Boehlert. Thank you. And eloquently said.
And our final witness is Pita Martinez-McDonald. She
teaches fourth grade science at Cuba Elementary School in Cuba,
New Mexico. She has been a teacher for 30 years.
Just let me tell you one of the great challenges that we
face in our jobs here, challenge us every single day, you know
them all, but one of the greatest challenges I faced was three
weeks ago when I was going to go out and have dinner with my
eldest daughter who lives in suburban Virginia. And she said,
``Dad, do you mind spending a little extra time, because I want
you to help Palmer,'' that is my 13-year-old grandson, ``with
his homework?'' And boy, I started to sweat immediately. I was
afraid it was going to be math or something where I am--as it
turned out, we had a very pleasant evening, because his
assignment was to develop a bill to introduce before Congress
and convince his classmates that it should pass. And so that
made the challenge a little easier. But boy, I was almost ready
to get my Rolodex out and start calling you, Ms. Martinez-
McDonald. But thank you very much for being here and for being
facilitators for this committee.
What we will do is include your entire statement in the
record at this juncture, or as you complete your summary of the
statement. We would ask that you summarize your statement. The
Chair is not going to be arbitrary, but we shoot for, whether
it is outstanding teachers or Cabinet officers, we ask for a
summary of five to six minutes or so, and that allows more time
for us to give questions.
But before we do anything, just let me say on behalf of the
whole Committee, and I would ask that you join me in a standing
ovation for you, our nation's best.
Just let me tell you something. We don't start all of our
hearings with standing ovations for the witness panel.
Ms. Dodd, you are up first.
STATEMENT OF MS. JOYCE W. DODD, BRYSON MIDDLE SCHOOL,
SIMPSONVILLE, SOUTH CAROLINA
Ms. Dodd. Thank you.
It is indeed my honor to address this committee today and a
very humbling experience to speak on behalf of my colleagues.
The single most important step that I think the Federal
Government should take to improve math and science education in
this country involves steps taken to improve pre-service and
in-service training for the teachers of mathematics in
elementary and middle schools. When math teachers in these
classrooms do not have a strong background in mathematics, that
deficit will definitely impact both the content and the process
of what they are teaching, the how and the what.
I am one of these teachers who found herself teaching
mathematics in a middle school by walking in the door with an
elementary education certificate. My job as a home economics
teacher was phased out due to budget cuts. I was determined to
become the best math teacher that I could be. I took stock of
the situation, and I knew that I was a good teacher. I called a
friend of mine who happened to be the district math
coordinator, and I asked her how could I fast track my
knowledge in mathematics. She gave me two pieces of advice,
which I followed.
The first piece of advice was to join the National Council
of Teachers of Mathematics (NCTM). That organization produces
high quality teaching materials. It publishes a magazine that
connects math teachers with the best practices and the best
math teachers in the country. It is the organization that
changes the direction of the way math is taught in America.
Mathematics is a science, and as such, it is a growing,
evolving discipline.
The math content that I teach my sixth graders needs to
prepare them for life in the future. This shift in math content
is often misunderstood by many people, including math teachers.
Math is so much more than adding two plus two and getting four
or teaching a child to struggle through division of two digits
into three-digit numbers. Those are operations, and they can
easily be done on a calculator. You can get that at any Wal-
Mart for less than $10. My job is to put the power behind the
calculator and help that child reason, ``Is the answer correct?
Does it make sense?''
NCTM also sponsors top quality educational programs for
teachers. I have benefited from these programs. I participated
in a four-day seminar called ``T3,'' teachers teaching teachers
technology. This course enabled me to become proficient using a
graphing calculator. I would suggest that this course is an
excellent course as a model for NSF to fund programs such as
this. The carrot for me was, of course, learning to be
proficient with the graphing calculator, but even more
importantly, I got a free graphing calculator. Teachers will
work for free stuff. What an incentive.
The second piece of advice that my friend gave me was to
take as many math content classes as I could. Now I was
extremely fortunate. At the time, the place that I was working,
which was Greenville, South Carolina, our district had the
foresight and it took the funding to finance courses for middle
school teachers who lacked secondary certification in
mathematics to take higher level math classes. Not every
teacher in the country can be that fortunate.
These were especially valuable courses, because they were
taught using best practices. That meant that my college
professor, Dr. Celia Adair, was teaching me as an active
learner. That meant that I had an opportunity to use technology
to discover answers. I was making sense of mathematics myself.
I could think back to the way Celia taught our class to make
model lessons for my own students, because we all tend to teach
the way we were taught. So if we want teachers to be able to
teach children actively, we need to let those teachers
experience learning from that standpoint.
In closing, I would again reiterate that probably the best
use of federal funds is to sponsor in-service training for the
teachers we already have in the classroom and, just as
importantly, pre-service teachers. We know what makes good
learners. We know they need to be active. We need to expect our
higher education institutions to be turning out teachers that
can teach children using active learning strategies.
Thank you.
[The prepared statement of Ms. Dodd follows:]
Prepared Statement of Joyce W. Dodd
It is indeed an honor to address this committee and a humbling
experience to speak on behalf of my colleagues today. The single most
important step that the Federal Government should take to improve math
and science education in this country is to improve pre-service and in-
service training for teachers of mathematics in elementary and middle
schools. When math teachers in these classrooms do not have a strong
background in mathematics, that deficit impacts both the content and
the process (the ``what'' and the ``how'') of their teaching.
I am one of these teachers who found herself teaching mathematics
in a middle school classroom using an elementary teaching certificate.
My job in home economics was phased out due to budget cuts; I was
determined to become the best math teacher that I could become. Taking
stock of the situation, I knew that I was a good teacher. I called the
district math consultant, who was a former colleague, to seek guidance
as to how to ``fast track'' my own math education. She gave me two
pieces of advice, which I followed.
The first piece of advice was to join the National Council of
Teachers of Mathematics. This organization produces high quality
teaching materials and publishes a magazine that connects math teachers
with other math teachers. It is the organization that helped change the
direction of the teaching of mathematics in this country. Mathematics
is a science, and like any other science, it is growing and evolving.
The math content that I teach needs to prepare my students for life
in the future. The shift in math content is misunderstood by many
people, including math educators. Math is so much more than adding 2 +
2 or dividing a three digit number by a two digit number. These
operations can be easily done with a calculator. The key to using this
technology, which came be purchased at Wal-Mart for under $10, is to
know if the resulting answer is reasonable, i.e., ``Does it make
sense?''
At this point, I would like to briefly explain the mathematics
standards that, I believe, should be pervasive in elementary, middle
and high schools throughout this country. Five categories form the
content area of mathematics: numbers and operations, algebra, geometry,
measurement and data analysis, and statistics. What makes these
standards ``come alive'' and give meaning to students is the
incorporation of the process standards. These standards include problem
solving, representation, communication, connections, and reasoning and
proofs.
In order to incorporate the process standards students need to be
``actively engaged'' in math. Active learning has students solving
problems and discussing solutions. Students are able to justify their
work to one another and to the teacher.
I challenge my students who want to become better at math to do
what the NCTM logo suggests, ``Do Math.'' It is my job as their teacher
to create situations where this happens.
NCTM also sponsors courses for teachers through various grants. I
attended one such course taught in our district, T3. This
acronym stands for teachers teaching technology. This course enabled me
to become proficient with a graphing calculator. I would suggest that
NSF could use this as a model for funding courses for teachers. The
teacher that attends these courses receives free technology--in my case
a free graphing calculator--that can be incorporated in her classroom.
What an incentive!
The second piece of advice was to take as many courses in
mathematics as I could. I was fortunate to be in a district that had an
initiative to improve the content knowledge of mathematics teachers in
the middle school who lacked a degree in secondary mathematics
education. Not all teachers work in a district that gives this much
foresight and financial support to mathematics education. This is where
the Federal Government could sponsor teacher education courses.
These were especially valuable courses because the courses were
taught with the use of ``hands on'' lessons that integrated technology
in each lesson. The college professor in these classes was modeling the
way that I should develop my own lessons. These courses also made
connections within the field of mathematics. I could ``see'' the way
math should be taught. My college professor was the model that I could
duplicate in my classes. I think it is extremely important to have
teachers view other teachers that are actively engaging students in
learning. We all tend to teach the way we were taught. The implication
here is that teacher preparation classes as well as teacher in-services
should employ the teaching practices we desire teachers to use in their
classrooms.
In closing, I would like to say that the knowledge for improving
math education in this country already exists. However, there is a gap
in the dispersal of this information. Programs that foster ``best
teaching'' practices will have children actively engaged in
mathematics. The Federal Government could be on the forefront of this
dispersal of information by sponsoring courses for the teachers of
mathematics. The rewards for participation in these courses could take
the form of stipends, graduate credit or free equipment for the
classroom. A single teacher of mathematics will influence an
astonishing number of students. The profit from this investment would
be astronomical!
Biography for Joyce W. Dodd
Graduated in 1972 from Indian University of
Pennsylvania with a degree in Home Economics Education.
Began teaching career in Greenville, South Carolina--
teaching home ec. at an inner city public school, Beck Middle
School.
Beck Middle School provided the opportunity to work
with regular students as well as a diverse group of children
with disabilities--both mental and physical.
Internalized the philosophy that children learned
best when actively engaged with the content.
Began teaching 6th grade math in 1994.
Joined NCTM (National Council of Teachers of
Mathematics) allowing for growth in the mathematics education
profession.
Updated math education by taking numerous courses in
the field of mathematics education--courses that supported the
NCTM standards for teaching mathematics, courses that updated
technological knowledge and courses that strengthen pedagogical
skills.
Obtained National Board Certification in the Area of
Adolescence Mathematics.
Became math chairman at current location, Bryson
Middle School--promoted vertical teaming, horizontal grade
level math teaming which lead to a unified math program at
Bryson Middle School.
Worked with other teachers in my district in to
create two middle school math curriculum guides each reflecting
the NCTM standards.
Married to a high school science teacher.
Mother of twins graduating college this year--one
like her parents will begin teaching, her brother will pursue a
graduate degree in a science related field.
Chairman Boehlert. Thank you very much.
Ms. Cliche.
STATEMENT OF MS. CYNTHIA L. CLICHE, HOMER PITTARD CAMPUS
SCHOOL, MURFREESBORO, TENNESSEE
Ms. Cliche. Thank you for allowing me this opportunity to
speak before the U.S. House of Representatives Committee of
Science. Special thanks goes to Chairman Sherwood Boehlert for
his support and Ranking Member Bart Gordon, my Representative
from Tennessee. This is such an honor, and I appreciate this
committee's efforts in giving teachers time to discuss topics
which are so important to our children's future.
As you have heard, Campus School is a unique school in
Murfreesboro, because we are the lab school with Middle
Tennessee State University, so it allows me the opportunity to
teach the Math Methods course and work with pre-service
teachers.
Our students benefit from the involvement of the pre-
service teachers, but also in turn, the pre-service teachers
benefit from working with our students. For instance, several
years ago, my class, working with the biology department, five
pre-service teachers, and parents built an outdoor pond and
butterfly garden to enrich our first grade curriculum. The next
year, several EFG, Educating Future Generation, teachers,
including myself, built an extensive nature trail with many
more gardens and features around the school. This trail
provides many opportunities to develop hands-on math and
science lessons outside the classroom. It is this type of
activity that can incorporate the National Council of Teachers
of Mathematics, NCTM, principles for education and learning.
I believe the six NCTM principles: equity, curriculum,
teaching, learning, assessment, and technology provide a solid
mathematical foundation for all students, and they should be
emphasized, funded, and applied in every classroom in the
United States.
Equity sets high expectations for all students, regardless
of gender, race, and ability. Every child needs to be given the
opportunity to learn. Sometimes so much emphasis is given to
the lowest achievers that other children are allowed to plateau
in their learning. Teachers need to provide enrichment
opportunities for our higher ability students while
implementing the remedial strategies for our struggling
students. We should never give up on any student.
The mathematics curriculum needs to focus on the five
content standards: numbers and operations, geometry, data
analysis and probability, measurements, and algebra. These
standards provide the content for mathematical teaching. In
addition, lessons need to be hands-on and provide the
opportunity for meaningful learning. Too many teachers use only
a textbook in their elementary classrooms because the
administration feels it is the easiest and most effective way
to teach children. Years of research and experience, however,
show that this is simply not true. Students need to use
manipulatives and problem-solving techniques to encourage
active learning. Look into an effective teacher's classroom and
the children are engaged, talking, and learning. Long gone are
the days of ditto papers and everyone sitting quietly at their
desk.
Teaching requires educators to understand what students
know and how to challenge them to learn it well. Every child
deserves a great teacher, and a great teacher teaches the whole
child. In addition, great teachers increase their learning of
mathematics and improve their ability to implement an effective
curriculum in their classroom. They can do this by learning
from students and colleagues and engaging in professional
development and self-reflection. NCTM, as well as other
national organizations, provide regional and national
conferences to help achieve that goal. Often, it is extremely
difficult for teachers to obtain funding to attend the
professional conferences that keep them up-to-date with current
teaching practices. Professional development needs to be
encouraged and funded for all teachers. After 25 years of
teaching, it is apparent to me that there is still so much more
to learn. Our teachers, like our children, should be lifelong
learners.
Emphasis also needs to be placed on creating a positive
work environment for teachers. If a teacher feels appreciated
and empowered to make decisions in his or her classroom, it
will positively affect student achievement.
At the same time, we need to make the teaching profession
more attractive to our top students. As a university math
methods instructor for the past 15 years, I have seen the
quality of teacher candidates decline. Teachers are being hired
that would not have been given an interview 10 years ago, and
our brightest young adults are choosing careers with higher
salaries and more benefits. My own niece wanted to be a teacher
and this year, upon entering high school, decided to go into
the business field simply because of the salary and the time
commitment.
Learning requires students to truly understand mathematics
and to actively build knowledge from new and prior experiences.
Materials and supports are key to active learning, and our
focus should be on understanding as well as procedural skills.
Some of my proudest moments are when my students return to
visit the classroom. They always remark about the physical
features such as it looks smaller or have you moved your desk.
But then they always talk about a special activity that took
place. It might be the ``Measure Me'' doll that they have made
that was the same birth weight as they were or the tree that
they planted along the trail. Active learning enables a child
to develop a concept in a meaningful way.
Assessments should support the learning of important
mathematics and furnish useful information to both teachers and
students. Assessment should be ongoing throughout the school
year and teachers should be using various forms of evaluation.
A lot of attention and funding is focused on standardized
pencil and paper tests given once a year, but teachers need to
use a variety of tools such as journals, portfolios, and
interview to learn about their students.
Finally, technology is an essential tool in teaching and
learning mathematics. Our children need to leave our classroom
technology literate. In fact, even my first graders have their
calculators in their desks ready to tackle the ``big numbers''
that occur when they are solving some higher level thinking
problems. They also have several opportunities during the day
to go online and work on websites bookmarked to enhance their
learning of mathematics. So many schools lack the funds to give
their students this opportunity.
As lawmakers, the decisions you make will impact the future
of our children. Thanks so much for your continued dedication
in this area. With the challenges our nation faces today, we
need talented, well-educated children with the ability to solve
the problems of tomorrow.
[The prepared statement of Ms. Cliche follows:]
Prepared Statement of Cynthia L. Cliche
Thank you for allowing me this opportunity to speak before the U.S.
House of Representatives Committee of Science. Special thanks go to
Chairman Sherwood Boehlert for his support and Ranking Member Bart
Gordon, my Representative from Tennessee. This is such an honor and I
appreciate this committee's efforts in giving teachers time to discuss
topics which are so important to our children's future.
My name is Cindy Cliche, and I teach first grade at Homer Pittard
Campus School in Murfreesboro, TN. Campus School is the laboratory
school for Middle Tennessee State University, and it allows me the
unique opportunity to teach a math methods course and to work with pre-
service teachers.
Our students benefit from the involvement of the pre-service
teachers, and they, in turn, benefit by working with our children. For
instance, several years ago my class, working with the Biology
Department, five pre-service teachers, and parents, built an outdoor
pond and butterfly garden to enhance our curriculum. The next year
several EFG (Educating Future Generation) teachers including myself
built an extensive nature trail with many more gardens and features
around the school. This trail provides many opportunities to develop
hands-on math and science lessons outside the classroom. It is this
type of activity that can incorporate the National Council of Teachers
of Mathematics (NCTM) principles for education and learning.
I believe the six NCTM principles--equity, curriculum, teaching,
learning, assessment and technology--provide a solid mathematical
foundation for all students, and they should be emphasized, funded and
applied in every classroom in the United States.
Equity sets high expectations for all students, regardless of
gender, race, and ability. Every child needs to be given the
opportunity to learn. Sometimes, so much emphasis is given to the
lowest achievers that other children are allowed to plateau in their
learning. Teachers need to provide enrichment opportunities for our
higher ability students and implementing remedial strategies for our
struggling students. We should never give up on any student!
The mathematics curriculum needs to focus on the five content
standards: numbers and operations, geometry, data analysis and
probability, measurement, and algebra. These standards provide the
content for mathematical teaching. In addition, lessons need to be
``hands on'' and provide the opportunity for meaningful learning. Too
many teachers use only a textbook in their elementary classrooms
because the administration feels it is the easiest and most effective
way to teach children. Years of research and experience, however, show
that this is simply not true. Students need to use manipulatives and
problem solving techniques to encourage active learning. Look into an
effective teacher's classroom and the children are engaged, talking and
learning. Long gone are the days of ditto papers and every child
sitting quietly at a desk.
Teaching requires educators to understand what students know and
how to challenge them to learn it well. Every child deserves a great
teacher and a great teacher teaches the whole child. In addition, great
teachers increase their learning of mathematics and improve their
ability to implement an effective curriculum in their classroom. They
can do this by learning from students and colleagues and engaging in
professional development and self-reflection. NCTM, as well as other
national organizations, provides regional and national conferences to
help achieve that goal. Often, it is extremely difficult for teachers
to obtain funding to attend the professional conferences that keep them
up-to-date with current teaching practices. Professional development
needs to be encouraged and funded for all teachers. After twenty five
years of teaching, it is apparent to me that there is still so much to
learn. Our teachers, like our children, should be life long learners.
Emphasis also needs to be placed on creating a positive work
environment for teachers. If a teacher feels appreciated and empowered
to make decisions in his/her classroom, it will positively affect
student achievement.
At the same time we need to make the teaching profession more
attractive to our top students. As a university math methods instructor
for the past fifteen years, I have seen the quality of teacher
candidates decline. Teachers are being hired that would not have been
given an interview ten years ago, and our brightest young adults are
choosing careers with higher salaries and more benefits. My own niece
wanted to be a teacher until she became a senior in high school. Now
she intends to go into business so she can make a bigger salary. Young
people want to be able to justify the cost of an education with the
potential salary. As more of my teaching colleagues begin to look at
retirement, this concern over the lack of quality, committed teachers
becomes alarming.
Learning requires students to truly understand mathematics and to
actively build knowledge from new and prior experiences. Materials and
support are key to active learning, and our focus should be on
understanding as well as procedural skills. Some of my proudest moments
are when my students return to visit the classroom. They will remark
about the physical features, such as: how the room looks smaller or
have you moved your desk. Then they always reminisce about a special
activity. It might be the ``Measure Me'' doll that they made which was
their exact birth weight or the tree they planted along the nature
trail. Active learning enables a child to develop a concept in a
meaningful way.
Assessments should support the learning of important mathematics
and furnish useful information to both teachers and students.
Assessment should be ongoing throughout the school year and teachers
should be using various forms of evaluation. A lot of attention and
funding is focused on a standardized pencil and paper test given once a
year, but teachers need to use a variety of tools such as journals,
portfolios, and interviews to learn about their students.
Finally, technology is an essential tool in teaching and learning
mathematics. Our children need to leave our classrooms technology
literate. In fact, even my first graders have their calculators in
their desks ready to tackle the ``big numbers'' that might occur while
we are solving some higher level problems. They also have several
opportunities during the day to go online and work on websites
bookmarked to enhance their learning of mathematics. So many schools
lack the funds to give their students this opportunity.
As lawmakers, the decisions you make will impact the future of our
children. Thanks so much for your continued dedication in this area.
With the challenges our nation faces today, we need talented, well-
educated children with the ability to solve the problems of tomorrow.
Biography for Cynthia L. Cliche
Education:
Berry College, Rome, Georgia--Master's, Graduated May 1985
Ball State University, Muncie, Indiana--BS, Graduated May 1980
Teaching Experience:
Homer Pittard Campus School (Murfreesboro, TN); First Grade, August
1990-Present
Homer Pittard Campus School (Murfreesboro, TN); Sixth Grade, March
1990-August 1990
Bellwood Elementary School, (Calhoun, GA); Kindergarten, October 1979-
May 1989
Professional Service:
Math Methods Instructor, Middle Tennessee State University
Clinical Instructor for the Elementary and Special Education Department
at Middle Tennessee State University
Professional Organization:
Member of National Council of Teachers of Mathematics (1993 to present)
Presenter at 2005 National Conference (Anaheim, Ca.)
School Committees:
Chairperson for the Healthy School Index, Campus School (Spring 2003)
Chairperson for the Technology Committee, Campus School
Member of the Curriculum Committee
Chairman Boehlert. Thank you very much. Are you still
teaching the times tables?
Ms. Barnes.
STATEMENT OF MS. CASSANDRA BARNES, OREGON TRAIL ELEMENTARY
SCHOOL, CLACKAMAS, OREGON
Ms. Barnes. Good morning. I would like to take this
opportunity to speak to you about what has made a difference in
my continued professional development as a teacher, which, in
turn, makes a difference for my students.
When I began teaching, an experienced colleague and I
attended a typical one-day workshop designed to give teachers
ideas to take back to their classrooms. At the end of the day,
I was bored stiff, and I regretted the $200 I had spent to
attend the conference. I complained to my colleague, who
responded, ``Well, I figure if I walk away with one good idea
to take back to the classroom, it was worth it.'' And I thought
about that, and honestly, at first, I thought, ``Oh, well,
okay. I didn't realize that was the way it worked. You are just
supposed to take one little thing back.'' And the more I
thought about it, the less sense it made, because I thought,
``Would it be reasonable for me to teach an entire day with the
goal of one tiny thing making sense to children?'' No. And
additionally, the format of the presentation, such as the one I
had attended, didn't fit with what I believe about how we
learn. Most of these one-day workshops consist of ``expert''
teachers telling us how they do what they do, and we are just
supposed to go do it. And as attendees, we weren't required to
think or discuss or apply any of the content. I was definitely
not an engaged learner.
So 12 years, and numerous professional development
opportunities later, I consider myself to be more of an
informed consumer. I now have high expectations of my
continuing education coursework. I expect professional
development opportunities to challenge my thinking, to require
me to reflect deeply on my practice, and above all, result in
improved learning for my students. These things don't happen in
a fun, easy, six-hour workshop.
Effective professional development for teachers, much like
deep learning of content for school children, takes time. It
must be long-term with opportunities to apply new learning in
the classroom and then reflect on the impact with colleagues.
It involves planning, implementing, and reflecting on student
outcomes with our peers, asking ourselves and each other hard
questions like, ``Why didn't that work? What do I need to
change? What student-based evidence can I use as data to
support my conclusions?''
For elementary math teachers, professional development
might be additional college-level course work in mathematics,
taught by professors implementing teaching practices, such as
those outlined by the National Council of Teachers of
Mathematics. Many of us were taught mathematics in much the
same way as the early workshops I attended were taught. An
expert, the teacher, told us what and how to think, and we were
supposed to do that and think that way. And many teachers are
now aware that we need to relearn mathematics the way our
students are learning mathematics, constructing models, testing
conjectures, discussing our ideas. Deepening our own
understanding of the mathematics we teach will allow us to
better meet the needs of our students.
Supporting the professional development of pre-service and
in-service teachers is crucial. I believe in high standards for
all students. I believe all children can learn mathematics with
understanding. I believe that the National Science Foundation
funded, standards-based curricula are improving math education
for students across the country. However, I know that the
difference for kids lies in the hearts and minds of the
teachers who implement the curricula and standards. If the
Federal Government wants to take steps to improve math and
science education for our children, they need to focus energy
and resources on providing high quality professional
development for our teachers.
In addition to participating in practice-based professional
development opportunities, something that has made a difference
for both me and my students is the modeling provided by mentor
teachers.
When I began teacher preparation course work, I already had
schema in place for what this job of teaching is all about. As
a student, I had already spent years learning what teachers and
students did. My early memories of mathematics in an elementary
school classroom were doing multiplication problems on the
chalkboard, and there was always a winner in this exercise. The
winner was the person who solved the problem exactly like the
teacher told her to, who finished first, and who got the right
answer. I also remember being told stories about borrowing eggs
from the teacher next door, and apparently that had something
to do with subtraction, but at the time, I was pretty confused.
But I figured my college classes would clear all of that up for
me.
What I did not know then was that much has changed since I
was in elementary school. Research now tells us that students
learn best when given time and opportunities to construct their
own understanding of concepts with invented procedures leading
to deeper understanding rather than imitating a procedure
demonstrated by a teacher.
One might expect that my college course work provided
opportunities for me to review and consider current research
about teaching. Unfortunately, this was not the case. However,
I was lucky enough to be influenced very early in my career by
a truly masterful teacher.
As a pre-service teacher, I was assigned to spend two days
per week in Mr. Wong's third grade classroom. I was told that
this teacher was an excellent math teacher, and I thought,
``Oh, good. This is where I will learn how to tell the egg
story and how to explain multiplication clearly so kids don't
forget which number to put on top,'' but I wasn't prepared for
what I experienced in this classroom.
First of all, I never heard Mr. Wong telling anyone how to
do anything. The students were doing all of the talking. They
discussed and debated mathematical ideas. They used models and
manipulatives to explain their thinking. They asked themselves
and each other questions. Wrong answers were made public and
used as sites for learning. I was amazed by the conversations
kids were having. Well, I decided rather quickly that borrowing
eggs did not matter. I wanted to know how to get my students to
talk and think like Mr. Wong's students.
The time I spent in that classroom helped me to re-invent
my idea of what learning looks like. I learned that kids can do
amazing things as long as the teacher has some things in place.
Teachers need to create a culture of collaborative inquiry,
where students trust themselves and each other to make sense of
important ideas. Teachers and students must learn to honor
disequilibrium as an intricate part of learning. Teachers must
present children with engaging, non-routine tasks, while asking
questions that help misconceptions to surface, rather than
``explaining away'' any misunderstanding.
[The prepared statement of Ms. Barnes follows:]
Prepared Statement of Cassandra Barnes
Good morning Committee Members and esteemed colleagues. My name is
Cassandra Barnes and I teach second grade in Milwaukie, Oregon. I have
been teaching for 12 years in North Clackamas School District, which
serves suburban students just outside Portland. I would like to take
this opportunity to speak to you about what has made a difference in my
continued professional development as a teacher, which in turn makes a
difference for my students.
When I began teaching, an experienced colleague and I attended a
typical one-day workshop designed to give teachers ideas to take back
to their classrooms. At the end of the day, I was bored stiff and
regretting the $200 I had spent to attend the conference. I complained
to my colleague, who responded, ``Well, I figure if I walk away with
one good idea to take back to the classroom, it was worth it.'' I
thought about that comment many times. Honestly, my first thought was,
``Oh. Okay. I didn't realize that that was how it was supposed to
work.'' The more I thought about it, the less sense it made. Would it
be reasonable for me to teach for an entire day with a goal of each
child taking away one small thing? No. Additionally, the format of
presentations such as the one I had attended did not fit with what I
believe about how we learn. Most of these one-day workshops consisted
of ``expert'' teachers telling us how they did what they did. As
attendees, we were not required to think, discuss, or apply any of the
content. I was definitely not an engaged learner.
Twelve years and numerous professional development opportunities
later, I consider myself an informed consumer. I now have expectations
of my continuing education course work. I expect professional
development opportunities to challenge my thinking, require me to
reflect deeply on my practice, and above all, result in improved
learning for my students. These things do not happen in a fun, easy,
six-hour workshop.
Effective professional development for teachers, much like deep
learning of content for school children, takes time. It must be long-
term, with opportunities to apply new learning in the classroom and
then reflect on the impact with colleagues. It involves planning,
implementing, and reflecting on student outcomes with peers, asking
ourselves and each other, ``Why didn't that work? What do I need to
change? What student-based evidence can I use as data to support my
conclusions?''
For elementary math teachers, professional development might be
additional college level course work in mathematics, taught by
professors implementing teaching practices such as those outlined by
the National Council of Teachers of Mathematics. Many of us were taught
mathematics in much the same way as the early workshops I attended were
taught. An expert told us what and how to think, and we were to go do
just that. Many teachers are now aware that we need to re-learn
mathematics the way our students are learning mathematics. Constructing
models, testing conjectures, and discussing our ideas. Deepening our
own understanding of the mathematics we teach will allow us to better
meet the needs of our students.
Supporting the professional development of pre-service and in-
service teachers is crucial. I believe in high standards for all
students. I believe all children can learn mathematics with
understanding. I believe that the National Science Foundation funded,
standards-based curricula are improving math education for students
across the country. However, I know that the difference for kids lies
in the hearts and minds of the teachers who implement the curricula and
standards. If the Federal Government wants to take steps to improve
math and science education for our children, they need to focus energy
and resources on providing high quality professional development for
our teachers.
In addition to participating in practiced based professional
development opportunities, something that has made a difference for
both me and my students is the modeling provided by mentor teachers.
When I began teacher preparation course work, I already had schema
in place for what this job of teaching is all about. As a student, I
had already spent years learning what teachers and students did. My
early memories of mathematics in an elementary school classroom were of
doing multiplication problems on the chalkboard. There was a winner in
this exercise. The winner was the person who solved the problem exactly
like the teacher told her to, who finished first, and who got the right
answer. I also remember being told stories about borrowing eggs from
the teacher next door. Apparently that had something to do with
subtraction, but at the time I was pretty confused. I figured my
college classes would clear all that up for me.
What I did not know then was that much has changed since I was in
elementary school. Research now tells us that students learn best when
given time and opportunities to construct their own understanding of
concepts, with invented procedures leading to deeper understanding,
rather than imitating a procedure demonstrated by a teacher.
One might expect that my college course work provided opportunities
for me to review and consider current research about teaching.
Unfortunately, this was not the case. However, I was lucky enough to be
influenced very early in my career by a truly masterful teacher.
As a pre-service teacher I was assigned to spend two days per week
in Mr. Wong's third grade classroom. I was told that this teacher was
known to be an excellent math teacher. ``Oh good, I thought, this is
where I will learn how to tell the egg story and how to explain
multiplication to kids so clearly that they won't forget which number
to put up top.'' I was not prepared for what I experienced in this
classroom.
First of all, I never heard Mr. Wong telling anyone how to do
anything. The students were doing all of the talking. They discussed
and debated mathematical ideas. They used models and manipulatives to
explain their thinking. They asked themselves and each other questions.
Wrong answers were made public and used as sites for learning. I was
amazed by the conversations the children were having. I decided rather
quickly that borrowing eggs did not matter. I wanted to know how to get
my students to talk and think like Mr. Wong's students.
The time I spent in that classroom helped me to re-invent my idea
of what learning looks like. I learned that kids can do amazing things,
as long as the teacher has some things in place. Teachers need to
create a culture of collaborative inquiry, where students trust
themselves and each other to make sense of important ideas. Teachers
and students must learn to honor disequilibrium as an integral part of
learning. Teachers must present children with engaging, non-routine
tasks, while asking questions that help misconceptions to surface,
rather than ``explaining away'' any misunderstanding.
Not every pre-service teacher has an opportunity to spend time in
such a classroom. In my opinion, my experiences in Mr. Wong's classroom
were pivotal. I had a picture of what was possible for my students. It
soon became clear to me that the role of models and mentors in the
training of pre-service teachers could influence the beliefs and
practices of new teachers in a way that college course work could never
do.
I have been blessed to benefit from high quality professional
development and mentoring relationships that have helped me to define
what I believe is best for children. My experiences have convinced me
that if we want to support our school children and help them to
achieve, we need to support our teachers.
Chairman Boehlert. Thank you very much.
Ms. Sanderson.
STATEMENT OF MS. LONNA SANDERSON, WILL DAVIS ELEMENTARY SCHOOL,
AUSTIN, TEXAS
Ms. Sanderson. Thank you all for the opportunity to talk to
you. We really appreciate it.
Imagine that you are eight years old.
Chairman Boehlert. Can you get the microphone a little bit
closer?
Ms. Sanderson. Sure.
Imagine that you are eight years old. You enter room 408 at
Will Davis Elementary School in Austin, Texas for the first
time. ``This is it. Projects. Hmm.'' You have heard that there
are lots of projects in third grade, but what about science.
Will there be science projects? There she is, the teacher. What
is that she is wearing? A lab coat? There is writing all over
it. Look, kids' handprints, kids' writing. What does it say on
her sleeve? ``Science rules.''
Now, imagine you are that same third grader and it is May.
You think back over your year of projects and learning, and
here is what you remember.
Your Invent Austin project. You noticed a problem. Perhaps
your dad doesn't like to eat cereal from a box, because all of
those broken bits and crumbs get soggy and really mess up his
milk. Perhaps your parents have yelled at you when you wiped
your ketchup-laden hands on the car seat while you were
inhaling your fast food dinner on the way to soccer practice.
You decided to invent something to solve your chosen problem.
You did research to find out if there was already a solution to
the problem. There wasn't. You made a model. It didn't quite
work, so you made another, and maybe several more, until you
finally had one that worked. A plastic cereal box with a sifter
at the bottom and another section under it with a trapdoor to
empty the crumbs. Now dad is happy. A ketchup pocket that is
attached to the front of the fries container so all you have to
do is squirt your ketchup into the pocket and dip your fries
in, one at a time. Voila. No messy hands. You did market
research to see if people would buy your invention and how much
they would be willing to pay for it. You created an advertising
plan. This whole time, you kept an inventor's log of all of
your work. Finally, you wrote up your invention and drew a
labeled diagram of it. You submitted it to be judged, and you
won a medal. Was that your favorite project? Or was it another
one?
When learning about sound, you used drinking straws to make
reed instruments. You devised a way to make the instruments
play different pitches, but the hardest part was getting that
reed to work when you blew on it. But you did it. And your
teacher said you could take it out to recess to play it. Maybe
all of that noise in the classroom was making her a little
crazy, but, hey, it was all her idea to do this project.
But don't forget about making that electromagnet. Who would
have thought there could be so many ways to make it stronger?
More winds of the wire, thicker wire, but would using a thicker
core make it stronger? And then you used your electromagnet to
make model telegraphs, and you sent messages from your group of
students to another group. Now that was cool.
Oh, what about those bean plants? We all thought that bean
seeds would need soil, water, and light to sprout. Boy, were we
wrong. They sprouted just fine in a covered container that had
a wet coffee filter in it. Then that teacher asked us if we
could continue to grow these bean seeds without soil. We said,
``No way.'' But she taught us about hydroponics, and then we
put the plants in a hydroponics unit, and they grew, and they
grew, and they bloomed, and they made beans.
That is not all. Ouch. Those crayfish can pinch. But it
doesn't hurt much. We observed them and learned all about their
physical structures and adaptations. We watched them and wrote
about their behaviors. Whoa. Look at that crayfish back up with
its tail tucked under when we reached toward it. Was it trying
to scare us off when it reared up with its pinchers spread
whenever we came near? Yeah. That is one of its behavioral
adaptations. Another time, we put two crayfish together to see
what they would do. Oh, my goodness. That little one attacked
the big one and pinched off its leg. ``But don't worry,'' our
teacher said, ``it will grow a new one.''
Well, tomorrow is the big day, the day all partner groups
show their PowerPoint shows about a planet to our parents. We
learned a lot about each planet and the sun and about making
presentations using PowerPoint, how to create a background,
insert pictures from the Internet, how to add sounds, and how
to use transitions discriminatingly, as our teacher suggested,
so that our audiences wouldn't get dizzy watching fade-ins,
box-outs, cover-downs, and all of those other ones in one show.
But when she wasn't looking, we tried all of them.
Ah, it has been quite a year. Yes, there really were lots
of projects in third grade, and boy oh boy, science really
rules.
Now, this picture of third grade science is quite different
from what I experienced when I was in third grade long ago. But
it is also quite different from what my students' parents
experienced not so long ago. Why is third grade science not
taught by just reading a textbook? Because students learn
science by doing science, just as real-world scientists do. How
is it possible to have this kind of science teaching and
learning?
Give teachers the science equipment and supplies they need,
give them and students access to technology, preferably in
their classrooms and in a computer lab, and give teachers the
training they need to learn how to teach science.
In my school district, we have a dual science adoption, a
textbook and kit-based units. We have a science resource center
where the kits are housed, refilled with supplies after each
use, and then delivered to schools on a schedule. We use our
textbooks to supplement our learning and to learn about topics
that aren't in our kits, such as the planets. My district also
subscribes to a video-on-demand service, so that when my
students read about the characteristics of the sun, I can pause
during the reading lesson and show a two-minute video clip
about sun flares, sunspots, and prominences. I have four
computers in my classroom for students to use, and we also can
use our computer lab when we all need to do research or prepare
presentations. Teachers in my district are required to take
training on all of the kits we teach. During these training
sessions, we participate in many of the activities that we will
use with our students, and we learn important tips, such as how
to pick up a crayfish without getting pinched. Teachers also
have access to many technology training sessions ranging from
learning the operating system of our computers to using
programs such as Inspiration and PowerPoint. Because of these
advantages, I am able to successfully teach science and to
guide my students further along the path of inquiry. After all,
in third grade, science rules.
[The prepared statement of Ms. Sanderson follows:]
Prepared Statement of Lonna Sanderson
Imagine that you're eight years old. You enter room 408 at Will
Davis Elementary School in Austin, Texas for the first time. This is
it! Third grade! Projects. Hmmm. You've heard that there are lots of
projects in third grade. But, what about science? Will there be science
projects? There she is, the teacher. What's that she's wearing? A LAB
coat? There's writing all over it! Look, kids' handprints, kids'
writing. What does it say on her sleeve? ``Science rules!''
Now, imagine that you're that same third grader and it's May. You
think back over your year of projects and learning. Here's what you
remember:
Your Invent Austin project. You noticed a problem. Perhaps your dad
doesn't like to eat cereal from a box because all those broken bits and
crumbs get soggy and really mess up his milk. Perhaps your parents have
yelled at you when you wiped your ketchup-laden hands on the car seat
when you were inhaling your fast food dinner on the way to soccer
practice. You decided to invent something to solve your chosen problem.
You did research to find out if there was already a solution to the
problem. There wasn't. You made a model. It didn't quite work, so you
made another, and maybe several more until you finally had one that
worked! A plastic cereal box with a built in sifter at the bottom and
another section under it with a trap door to empty the crumbs. Now Dad
is happy! A ketchup pocket that is attached to the front of the fries
container so all you have to do is squirt your ketchup into the pocket
and dip your fries in one at a time. Voila! No messy hands! You did
market surveys to see if people would buy your invention and how much
they would be willing to pay for it. You created an advertising plan.
This whole time, you kept an inventor's log of all your work. Finally,
you wrote up your invention and drew a labeled diagram of it. You
submitted it to be judged and won a medal. Was that your favorite
project? Or was it another one?
When learning about sound, you used drinking straws to make reed
instruments. You devised a way to make the instruments play different
pitches. But the hardest part was getting that reed to work when you
blew on it! But, you did it. . .and your teacher said you could take it
outside at recess to play it. Maybe all that noise in the classroom was
making her a little crazy, but, hey, it was all her idea to do this
project!
But don't forget about making that electromagnet! Who would have
thought there could be so many ways to make it stronger. . .more winds
of the wire, thicker wire, but would using a thicker core make it
stronger? And then, you used your electromagnet to make a model
telegraph and sent messages from your group of students to another
group. That was cool!
Oh. What about those bean plants? We all thought that bean seeds
would need soil, water, and light to sprout! Boy, were we wrong! They
sprouted just fine in a covered container that had a wet coffee filter
in it. Then, that teacher asked us if we could continue to grow these
bean plants without soil. We said, ``No way!'' But she taught us about
hydroponics, and we put the plants in a hydroponics unit, and they
grew, and grew, and bloomed, and made beans!
But that's not all! Ouch. Those crayfish can pinch! But it doesn't
hurt much. We observed them and learned all about their physical
structures and adaptations. We watched them and wrote about their
behaviors. Whoa. Look at that crayfish back up with its tail tucked
under when we reach toward it. Was it trying to scare us off when it
reared up with its pincers spread whenever we came near? Yep. That is
one of its behavioral adaptations. Another time we put two crayfish
together to see what they would do. Oh, my goodness! That little one
attacked the big one and bit off its leg! ``But don't worry,'' our
teacher said. ``It will grow a new one.''
Well, tomorrow's the big day, the day all partner groups show their
PowerPoint shows about a planet to our parents. We learned a lot about
each planet and the sun, and about making presentations using
PowerPoint--how to create a background, insert pictures from the
Internet, how to add sounds, and how to ``use transitions
discriminatingly'' as our teacher suggested so that our audiences
wouldn't get dizzy watching fade-ins, box-outs, cover-downs, and all
those other ones in one show. (But, when she wasn't looking, we tried
them all!)
Ah, it's been quite a year. Yes, there were lots of projects in
third grade. And, boy oh boy, ``Science REALLY Rules!''
Now, this picture of third grade science is quite different from
what I experienced when I was in third grade, long ago. But it's also
quite different from what my students' parents experienced not so long
ago. Why is third grade science not taught by just reading a textbook?
Because students learn science by doing science, just as real world
scientists do. How is it possible to have this kind of science teaching
and learning?
Give teachers the science equipment and supplies they need, give
them and students access to technology, preferably in their classrooms
AND in a lab, and give teachers the training they need to learn how to
teach science.
In my school district, we have a dual science adoption, a textbook
and kit-based units. We have a science resource center where the kits
are housed, refilled with supplies after each use, and then delivered
to schools on a schedule. We use our textbooks to supplement our
learning and to learn about topics that aren't in our kits, such as the
planets. My district also subscribes to a video-on-demand service so
that when my students read about the characteristics of the sun, I can
pause during the reading lesson and show a two-minute video clip about
sun flares, sunspots, and prominences. I have four computers in my
classroom for students to use and we also can use our computer lab when
we all need to do research or prepare presentations. Teachers in my
district are required to take training on all the kits we teach. During
these training sessions, we participate in many of the activities we
will use with our students and learn important tips, such as how to
pick up a crayfish without getting pinched! Teachers also have access
to many technology training sessions ranging from learning the
operating system of our computers to using such programs as Inspiration
and PowerPoint. Because of these advantages, I am able to successfully
teach science and to guide my students further along the path of
inquiry. After all, in third grade, science rules.
Biography for Lonna Sanderson
I currently am a third grade teacher at Will Davis Elementary
School in the Austin Independent School District. I teach all academic
subjects to my students. (By far their favorite subject is science!)
This is my fifth year at Davis, and it is my twenty-fifth in the Austin
School District. I have also taught at Graham Elementary, where I
taught sixth grade and fourth grade, at Rosedale Elementary, where I
coordinated a Global Education Magnet Program, and at Winn Elementary,
where I taught fourth grade. Prior to making my home in Austin, I
taught in Winder, Georgia and Colbert, Georgia (both third grade); in
Whitehall, Michigan (kindergarten and third grade); and in New
Martinsville, West Virginia (Title I Math and sixth grade).
I received my undergraduate degree in education from East Carolina
University in Greenville, North Carolina in 1969 and my Master's degree
in education from the University of Georgia in 1973. I became a
National Board Certified Teacher in 2000. This was the greatest honor
of my career--until I was named a Presidential Award for Excellence in
Mathematics and Science Teaching Awardee!
Chairman Boehlert. Thank you very much.
Ms. Martinez-McDonald.
STATEMENT OF MS. PITA MARTINEZ-McDONALD, CUBA ELEMENTARY
SCHOOL, CUBA, NEW MEXICO
Ms. Martinez-McDonald. These are very hard acts to follow.
Anyway, what I would like to do is paint a picture of my
teaching and my students.
I teach in Northwestern New Mexico, a rural area. My
students are Navajo, Hispanic, and Anglo. And because our
setting is bordering the Navajo checkerboard area where every
other section of land is Navajo and private land, we have sort
of a unique setting. My school district covers 1,800 square
miles. Many of my students travel two hours on the bus one way.
That is K-12. Often, because our school district has the only
high school in the area, what families tend to do is they--high
school students have to go to the Cuba schools, but middle
school and elementary students can go to Bureau of Indian
Affairs (BIA) schools. But since parents have a choice,
students tend to school hop. So we have students that attend
our school for first to second grade. They go back to the BIA
schools. They come back to us. If they get in trouble, they
change from school to school. Paperwork often doesn't follow
them until the middle of the year. Perhaps you might have no
background information on a student. So we have a lot of
diverse problems that we have to deal with every day.
Some of the things that have really improved my teaching
and things that have helped me become a better teacher are RSI
programs, Rural Systemic Initiative (RSI). The Northern Network
of Rural Schools is a consortia of 27 school districts in the
northern area. And they have supported us in offering
professional development training. One thing that I think is
very important and lacking in many elementary schools is that
elementary teachers do not see themselves as teachers of
science and math. They see themselves as teachers of reading.
And until we get over that hump of teaching everything, we need
to integrate literacy into science and math. We need to choose
textbooks very, very carefully so that we are addressing the
needs of students.
Another activity besides the RSI is in 1981, the New Mexico
Museum of Natural History and Science was participating, and I
believe it was an NSF-funded grant to strengthen rural science
education. And as part of that program, they came into our
schools and several schools within the rural areas and truly
worked with us and found the needs that we had. It was a
sustained effort. My colleagues talked about one-day workshops.
I think these--what we are calling now are drive-by workshops
are not the answer to improve education in the classroom. We
need sustained efforts, follow up. We need teachers gaining
content in math and science so that they can have confidence in
what they are teaching to their students. I think so often that
teachers not only feel that they don't know enough science and
math to go beyond the textbook, that they really don't know to
go beyond the textbook. We focus on reading. Reading is
everything, and it is everything, but we really have to see
ourselves as teachers of science.
One of the questions that was given to us before our
hearing is what is the biggest impediment that I see to my
teaching in education. And one of them--I mean, I think the
main thing is poverty. The students that I teach, for the most
part, are 99 percent free and reduced lunch. My students are
ELL, English language learners. They have languages other than
English in the home. And even students that have English as
their only language, on our tests that we give them, they are
not even proficient in English.
Each day, I try to choose lessons that hook into culture
and into the lives of my students so that I can use that as the
support to help them unravel the tangle of life that they see
before them and they don't understand. In your packets, I
believe you got an article about one of the communities that
buses their children into the Cuba schools that just received
water, not water in the homes, but a central location where
they, the families, can go and get water and then bring it to
their home. I mean, these are daily struggles that my children
deal with, not all of them, but enough, probably one-third. And
they often go home to no electricity. How can a student do
homework if there is no electricity?
I think that when we think about our students and how we
can improve what we do for them, we have got to see where they
live. I think that immigrants that come to America have the
American dream. They know that they can go out and make a
better life for themselves and their families, but students of
poverty who live in America have lost the American dream. I
think that through using math and science that we can use that
as a hook to give them that dream back.
Thank you.
Biography for Pita Martinez-McDonald
1973--BA, University of New Mexico
1981--MA, Antioch University
Teaching
31 years teaching Cuba Independent Schools, Cuba New
Mexico. Grades 3, 4, 5 and multi-age 3/4/5 class and 4/5 class.
Other
Lead consultant, Northern New Mexico Network for
Rural Education-Rural Systemic Initiative Ghost Ranch Teacher
Institute (I set up a week long science professional
development workshop for K-8 grade teachers. This workshop
provides teachers with content knowledge and hands-on
activities to strengthen science teaching.)
Discussion
Chairman Boehlert. Thank you very much. Thank all of you.
The Chair recognizes the distinguished Chairman of the
Subcommittee on Research, Mr. Inglis.
Now let me explain. He was not tardy. This is an excused
absence, because he was down at the White House in an important
meeting, and he got up here as soon as he could.
The Chair recognizes him.
Mr. Inglis. Thank you, Mr. Chairman. And thank you for the
excused absence, too. That is very helpful. With these teachers
here, I would be worried, otherwise I would be marked on my
progress report.
It is wonderful to be here and to welcome and celebrate the
work of these teachers. You will understand, Mr. Chairman, why
I am particularly excited to welcome Joyce Dodd from Bryson
Middle School in Simpsonville, South Carolina. It is wonderful
to have you here. We are very proud of you and very thankful
for the work that you do with our middle school students.
And there is a facility not far from Bryson Middle School
in Greenville County that is the General Electric turbine plant
that employs about 2,600 people, 1,000 of them are engineers.
They have a wonderful technology--a number of technologies, but
one of them involves coal gasification and the ability to take
pollutants out of the coal before it is burned in their
turbines.
The reason I mention that is I was visiting there recently,
and I asked one of the executives if they had enough engineers.
And he said, ``No. We could hire 300 more if we could just get
them.'' Now what that tells me is we have got a challenge. And
the solution is sitting before us: people who can inspire and
make science and math real to students. I am a lawyer, and one
of the things about legal education that makes it a little bit
easier is that it is--there are always stories. In a good law
school, the first thing you do is start reading cases, and a
case is a story. It tells about a person and what happened to
them and then how the law resolved their problem.
One of the challenges, seems to me, about math and science
is making it real. And so the teachers that are sitting before
us are people who have the passion for making it real. And when
you make it real and relevant, you make it so people want to
learn, and students get the passion for math and science.
It is important to note that General Electric is not alone.
The Department of Labor estimates there will be six million job
openings for scientists, engineers, and mathematicians by 2008.
Sixty percent of the new jobs will require a solid mathematical
background. And of course, we have got a significant automotive
cluster in our district, and when you think about it, the work
on the car, even the auto mechanics, will need to be able to
read graphs, understand the timing diagrams, and to set and to
reset microprocessors. All of that involves the work that you
are preparing your students to do.
Of course, the challenge, as we know on this committee, is
that we are not exactly on the path to filling those six
million jobs I just mentioned. We are only producing 60,000
engineers per year compared to over a half a million per year
in China and India. That is a challenge for us. And I think it
is worth celebrating what you are doing, because I really do
believe that you are the solution to this, our challenge of
meeting the need for people prepared for math and science. And
so I am happy to join my colleagues in congratulating you.
Chairman Boehlert. Thank you very much. I do appreciate
that.
You are all experienced. You all are professionals in this.
And Ms. Barnes, you mentioned in your testimony that you need
engaged learners. I hope you sensed that we are engaged
learners up here, because I have watched my colleagues, and I
have had a lot of experience in this business. And I will tell
you, whether they are Nobel laureates or people from the
business world or high-level officials from the Administration,
more often than not, if I sort of glance left and right, I see
colleagues reading something or checking their blackberries or
something, it is not because they are not really paying
attention or interested in the subject matter, it is just that
there are a lot of things on their docket. I have looked left
and right and you have got us in the palm of your hand. Thank
you for doing an outstanding job.
Ms. Dodd, you were the first to have mentioned, but several
others mentioned, the National Council of Teachers of
Mathematics. Is that something that everyone belongs to
teaching math?
Ms. Dodd. Unfortunately, it is not. One of the reasons is
the membership costs. And it is unfathomable to me why $78
would stand in your way of joining such a valuable
organization, but at our school, I know--we have 12 math
teachers, and I know that we don't have too many members.
Chairman Boehlert. Well, you know, I had previous history
in the real world out there in the business community, and if
something was considered important to my job, I put it on my
expense account.
Ms. Dodd. I don't have one.
Chairman Boehlert. No, no, no. But what I am suggesting is
more and more we have got to think about all of the additional
costs for teachers. And you know, we have, for the first time,
a tax deductibility for $500 I think it is out of out-of-pocket
expenses of teachers. What is it? $250? Well, it should be
$500. All in favor, say aye. Aye. It passes. But $250. It is
the first time ever. It is recognition that--every educator
that I have talked with tells me, but particularly elementary
and secondary education, because the universities, they do much
better by the faculty. But they say they have a lot of out-of-
pocket expenses, whether it is first or second grade buying
construction paper, you name it. And so this is something we
could do. Is--would you be--would that be an eligible item on
the deductibility or the--all right. Good. So maybe you better
share that with your colleagues. I can guarantee you we will
work up to $250. But----
Ms. Dodd. Well, let me mention this. It is a little--I
think it is relevant. I am the mother of a prospective first
grade teacher, and she was home over spring break, and I took
her to the teacher supply store in Greenville. We were there
about two hours, and my out-of-pocket expense for her classroom
was about $350 just for the supplies in her hands that she
needed to teach her students.
Chairman Boehlert. I know, and I mean, it just--a lot of my
best friends are teachers. But they tell me this all of the
time. And so I mean, I am always asking questions, and then I
play the student and try to learn from that and try to
translate that into some meaningful action here in Washington.
And I might say that we are all partners in this endeavor. You
don't have an opponent of that tax provision up here, and we
are all of the same mind. We want to increase it, and I pledge
to you and all of your fellow educators that we will continue
that effort.
I am just curious, Ms. Martinez-McDonald, two hours on a
bus. And in rural America, that is on the long end, but I mean,
kids are spending a lot of time on buses coming and going. Is
that productive time, and is there any way that educators are
thinking about--I am not trying to add to your burden, but how
do you use that time most effectively?
Ms. Martinez-McDonald. It is definitely not a productive
time. In fact, we have kindergarten students riding on buses
with high school students, who are not modeling good behavior.
Chairman Boehlert. I understand.
Ms. Martinez-McDonald. A lot of the travel is on dirt
roads. I mean, I had one of my students that comes from this
community that just got water, and she said, ``We are late
today because we got stuck in the mud, and we all got to get
out and push.'' And I think about my own children getting out
of the bus and pushing it. And you know, she was thrilled. They
were happy. Everybody was fine. But I don't think people really
understand what some of these rural communities are dealing
with. How can these students come to school and think about
school when they are dealing with so much in their own lives?
It is hard to get above and beyond that.
We have, as a district, in the past, some of the wacky
ideas that we have come up with was perhaps getting, like, big
buses that have pull-down computers, so that they could access
lessons or information on the Internet. We, at one point--I
don't know that it was ever instigated, but they were talking
about adding TVs to all of the buses so that they could have
distance learning. But then what level do you target? How do
you--who maintains that? Who produces the productions for the
kids to watch?
Chairman Boehlert. Yeah. Yeah. Yeah.
Ms. Martinez-McDonald. I mean, it was--it is just so many
different facets that----
Chairman Boehlert. I would imagine in your situation a high
percentage of those students are eligible for the school lunch
and school breakfast program.
Ms. Martinez-McDonald. Ninety-nine percent free and
reduced.
Chairman Boehlert. Is that a possibility to productively
use that time to start on the bus with the breakfast or
something? Or when they get to school, do they----
Ms. Martinez-McDonald. They come from such a diverse----
Chairman Boehlert. Yeah.
Ms. Martinez-McDonald.--setting, and what most of our
students do is they walk sometimes a mile or two miles to the
bus stop. They get one bus that takes that group of children to
another bus stop. Then they----
Chairman Boehlert. To a hub.
Ms. Martinez-McDonald.--get on--yeah, to a hub,
essentially. Then they move to the hub and then come into
school.
Chairman Boehlert. Well, they better get used to it at this
age, because we are all going to hubs for one----
Ms. Martinez-McDonald. Right.
Chairman Boehlert.--place or another.
Ms. Martinez-McDonald. Right.
Chairman Boehlert. Yeah.
Ms. Martinez-McDonald. Right.
Chairman Boehlert. But boy, we can't really come to
appreciate the great challenge faced by an educator in your
circumstances.
Ms. Martinez-McDonald. Well, another----
Chairman Boehlert. The kids are tired by the time they get
to school.
Ms. Martinez-McDonald. Exactly. And we have huge issues
with attendance. How do you get kids--I mean, how do we get our
kids to school?
Chairman Boehlert. Yeah, well, it is a----
Ms. Martinez-McDonald. I mean, if it is four o'clock in the
morning, you are getting up out of bed. You are riding your
bus. And then it doesn't make it to school because of the mud
or the road conditions.
Chairman Boehlert. Well----
Ms. Martinez-McDonald. You know, all of that effort is
wasted.
Chairman Boehlert. The red light is on for me, too, and I
follow it as well as I ask my colleagues to follow it as well
as we ask the witnesses to follow it.
Let me congratulate you all for the nice manner in which
you have summarized your statements. I mean, you each had five
minutes and you have stuck pretty close to it. So I appreciate
that.
Let me give a tip before I go to Mr. Gordon.
Take this down. There is a website that I will invite you
to go to. It is www.baseballhalloffame.org. And the reason that
I mentioned this at the breakfast meeting, the baseball hall of
fame, I have--which is in my Congressional District, and it is
part of my passion for life, baseball, but they--I had helped
them secure funding for a long-distance learning program using
the Internet creatively. And you know, baseball is a game
where, if you are really a fan, you are a stats freak. You want
to know batting averages and everything else, and you want
comparisons. And the baseball hall of fame devises a very
creative program that is available on the Internet, and it
might be a source for all of you in the classroom to just take
a look at it and see if it is worthwhile to add to your
curricula, because, you know, some third graders say, ``Boy, I
know my favorite player is batting .328.'' You know, how did he
find that out? You know.
Well, use it.
Mr. Gordon.
Mr. Gordon. Thank you, Mr. Chairman.
And I also want to thank the witnesses for those very good
statements.
And I would like to ask if any of you have used any
materials in developing a lesson plan that you received from
any federal agency, like the National Science Foundation or
NASA. And if so, how did you learn about it, and how helpful
was it?
Ms. Martinez-McDonald.
Ms. Martinez-McDonald. Recently, I have been teaching an
astronomy space science course, and I have used a lot of the
NASA online materials and downloadable materials. They have
been invaluable. They have given me resources that I wouldn't
have access to in the first place. And then we have also used
our--we recently used DTT monies to buy a portable lab for our
classroom so that students could get on the incredible NASA
site and access the information and their links about the
universe, and they were all able to create what we call
``webbie books'' and download pictures and information from--
that we--from the NASA site and other sites that they linked to
their site.
Mr. Gordon. Well, let me just ask the panel and also
everyone in the back. Raise your hand if you have used, again,
NASA or NSF for materials. And of those, has anyone--have they
been helpful? Have they been beneficial? Okay. Well, let me
make this recommendation. As I mentioned earlier, two things.
One, everyone on this panel or this committee, on a bipartisan
basis, is very supportive of the National Science Foundation
and the K-12 math formula. You know, I am sure that the
President is not anti-math and science, by any means, but they
want to cut this program by half. And so I hope that when you
are there at the White House today, again, they are not mean,
ugly folks, but they probably just don't understand the
importance and how helpful this has been. I hope that you will
use this opportunity to convey that.
Let me also say, as a father of an only child, four-year-
old daughter, the motto around our house is that girls rule and
boys drool. And what I would like to do is just take a quick
moment, both personally and professionally, to get the panel's
suggestions. I am sure you have been following the national
discussion, I think it is more a discussion than a debate, as
to women's aptitudes in science and math and the lack of women
at the later stages in that field and also, maybe potentially a
part of that is some reticence that we understand that girls
have in class to ask questions, and all of that sort of thing.
So one, I would like to see, you know--or just what are
your thoughts about that, and both--what are you seeing and
what do you think we should do about it?
Ms. Dodd. I have to answer that one.
I am the mother of a set of twins, a boy and a girl, who
both excel in math and science. So I know that if there is any
difference, it is cultural. It is--I don't think it exists. I
noticed that in my math class, I don't see a difference between
the girls and the boys. On the math team that we took to
competition to Clemson, we had half girls and half boys that
participated in that. So we had an even amount. Wasn't that
your question?
Mr. Gordon. Well, I am sorry. What I have seen or written
on that area is some of the assumptions are that women--it is
not a matter of not having the ability and that----
Ms. Dodd. Right.
Mr. Gordon.--the top levels, you know, they are as good or
better than any men. But you know, it is sort of a--it is a
bell curve--not a bell curve. I guess it would be a U curve, in
that there are, overall, not as many that are as interested.
Again, are you finding that? Again, if you are not, that is
great. And if you are, what do we need? How do we address it?
Ms. Dodd. Again, I am saying I am not finding that.
Mr. Gordon. Okay.
Ms. Dodd. Our math council is sponsored by an engineering
society. And it is a very challenging competition. We had as
many girls as boys participating.
Mr. Gordon. Good. Well, does anybody else have any--do you
concur or have any different experiences or any suggestions?
Cynthia?
Ms. Cliche. I think you see that later. We are all
elementary teachers, and I think at the elementary level, the
boys and the girls, you know, they are--it is not that extra
peer pressure. I think that comes in when they start hitting
middle school and high school and all of a sudden, for some
reason, it is our culture or society that there is different
expectations for boys than girls. And I think that comes later
in life. I don't feel like I see it as much in elementary
school as I think if you asked someone in the high school
level. I think they are going to see that more so at the junior
high level.
Mr. Gordon. Well, with the deficiencies that we have in
mathematicians and engineers, we certainly can't waste, you
know----
Ms. Cliche. And I--again, I think it is that--how are we
treating them? You know. How is society perceiving, you know--
what--when you are looking at society, and you are looking at
magazines, and you are looking at media, what are you seeing
out there? Are you seeing girls portrayed as especially gifted
in science and math? I am looking at my high school years, when
I was in high school, and in our calculus class, there were two
females, and the rest were males. You know, something happens
there. I was never treated as if I were different. I was very
fortunate. Either that, or I just didn't get it. One or the
other. So--but something is happening there where the girls are
getting the perception that there are other things more
important, such as--and I don't want to, you know, stereotype
anybody, but there are other things, once they get into high
school, the dating and the boys and somehow it is--you know. I
think that is where you are going to see it more. In elementary
school, my children are gung ho. My girls and my boys.
Mr. Gordon. If I could just finish up on that.
Ms. Cliche. Okay.
Mr. Gordon. In terms of what we can deal with, I guess,
here, in the NSF and in the NASA materials, is it presented in
a way that is, you know, neutral, or is it--should there be
something to have women more out front or--I mean, is there
anything within the NSF or NASA that we can do to create this
more positive image? Or is it already there? Are you satisfied
with it? You are satisfied with what is going on there? Okay.
Thank you.
Chairman Boehlert. Thank you.
And I would just point out a couple of things to the
gentleman. And you need role models. I mean, if we are talking
about--I am the father of three daughters and a son, but role
models. I would point out, and I am sure you are not going to
miss this opportunity, that when the Shuttle returns to flight,
the Commander of that Shuttle is going to be Eileen Collins,
the first time in history a woman commanded a Shuttle. She has
piloted. The pilot is the number two person. The Commander runs
the whole show. A graduate of a community college in upstate
New York went on to the university and became a distinguished
scientist and a distinguished military career, a colonel in the
U.S. Air Force, and now she is one of the leading astronauts
and will be commanding that Shuttle.
And the second thing, all of the engineering societies
report the same thing constantly, and boy it is music to our
ears. On the one hand, the negative part is there is such a
shortage. We need more. But on the positive side, more and more
young women are looking at careers in engineering. And that is
exciting, because there are wonderful opportunities out there.
The Chair recognizes Mr. McCaul.
Mr. McCaul. Thank you, Mr. Chairman.
Not to play one-upsmanship, but I am--I have four girls in
my family, so the girls do rule in my house. There is no
question about that. But I did get a tour of the Johnson Space
Center last week, and it is phenomenal what they are doing out
there. And I encourage you to--I was glad to see the showing of
hands of all of you who utilize what they have to offer,
including, I was told to get astronauts out to some of the
schools to energize our young people to get involved in math
and science. And I think any time you get an astronaut to come
talk to your kids, that is going to be a home run.
So I wanted to talk really briefly, in 1983, President
Reagan appointed a Blue Panel Commission that released ``A
Nation At Risk.'' In the report, it states, ``If an unfriendly,
foreign power had attempted to impose on America the mediocre
education performance that exists today, we might well have
viewed it as an act of war.'' And that was a fairly disturbing
finding. I think we have made progress, but I think we can do a
lot better. I would be interested to hear your input on how we
can do better.
But since Ms. Sanderson is a constituent of mine and
supporter, I want to put her on the spot. As you know, in our
hometown of Austin, we are very fortunate to have a lot of high
tech in the area. We are the home of Dell Computers, Applied
Materials. We have a presence there. And I was really intrigued
by your innovative use of technology in the classroom. And I
was hoping you could maybe elaborate on how you use the
technology as a tool to get the children interested in
learning, because as Mr. Inglis had talked about, when I talk
to these high tech companies, they want to import more and more
scientists. In fact, they asked us for 20,000 visas so we could
import scientists from India and China. And it is just
astounding to me that we can't do that in our own country.
So maybe--I know it is a very broad question, but if you
could elaborate on, perhaps, getting children interested in
this area of technology. Were the jobs--you know, we have the
jobs, but we just can't find the people in our own country to
fill them.
Ms. Sanderson. In my classroom, we use technology just as a
tool. It is not ever used for entertainment, but you only use
the computers when you need to use them. We use videos that
enhance our learning, that teach something that we need to
learn. And the students are free to use those pieces of
technology whenever they need them. I mean, they don't even
ask. They just get up and go use it, and they sometimes have to
wait, because somebody else is on the computer, and you better
not go to the bathroom, because you are going to lose your
spot.
But as far as getting them interested in jobs, third
graders are already interested in all of those jobs. I don't
know what the problem is in keeping their interest in those
jobs. I don't know what we can do about that.
Mr. McCaul. And that is what the report seemed to indicate,
that the younger ages, they do quite well. It is when they get
to K-12 is where you start to see the decline.
Ms. Sanderson. All of the third grade girls and boys love
science and math, and if they don't love math, I make them
write ``I love math'' on their papers, because some of them
have math phobia, and it is boys and girls. And if they have
math phobia, by the time they leave my classroom, hopefully
they love math, because they have written ``I love math'' all
year.
Mr. McCaul. And I guess to keeping their interest in the
older years, I don't know what the answer, quite honestly, is
to that. I know that, you know, a lot of the schools in our
area are fortunate enough to get technology donated to the
schools----
Ms. Sanderson. Right.
Mr. McCaul.--and I don't know if that is true for the other
teachers on the panel, but I think that does peak an interest
as well.
Are there any other comments on this issue?
Ms. Martinez-McDonald. I would like to add to that.
I think it goes back to--I think all of the people in this
room, science and math are foci for their classrooms. But I
don't think, generally, in many classrooms, that that is the
case. I think elementary teachers feel that they don't have
enough background knowledge and content knowledge. And so many
students get science, especially science, after everything else
is done. They have done social studies. They have done
everything else. And then, if they get an hour of science a
week, I think that would be a regular occurrence in many
classrooms. And I think that is where we need to give
elementary teachers, especially, that background knowledge so
that they feel confident so that we can get children involved
in science all of the way through elementary schools, so that
they, when they get to the middle schools and high schools,
they feel confident that they have got the background that they
need and then they can progress. It is not just catch-up. I
think that is what many students are doing when they get to
middle school and high school. They are going, ``Oh, I don't
know this. I don't know that.'' And it is because they haven't
had a good foundation in elementary school.
Mr. McCaul. There is--it is not a priority on the
curriculum, and the teachers don't have the right background.
Is that what I am hearing?
Ms. Martinez-McDonald. Yeah.
Ms. Sanderson. In Texas, that is not true. We give a
science test in fifth grade now, so it is a big priority to
teach science. And that is maybe one advantage of giving a
state standard test in sciences that it makes it a focus for
the school districts to make sure that all of the kids do learn
it, because the test tests what they have been taught from
second grade through fifth. So if the second grade teachers
don't do their job, then the fifth grade students won't know
what is on the test.
Mr. McCaul. Well, that is good to hear.
Ms. Sanderson. But--so, I mean, in spite of the
disadvantages of having to give all of these tests, there are
some possible advantages to them.
Mr. McCaul. Yeah.
Ms. Dodd. I would like to add that I think one place that
we could impact a difference is in our teacher training
programs. I think when we send our kids to college, and if they
choose education, their math class and their science class
should be compatible with that of math and science majors. It
shouldn't be a special course, elementary ed., that if you
change your mind you can't use that for anything. What does
that tell us about the content of that course? And I think that
is an easy fix, and I think we need to hold responsible for
that. And I think that, oftentimes, elementary teachers feel
they don't have the background when they, indeed, could have
had the background.
Mr. McCaul. Well, I see my time has expired, but I do want
to thank the panel for everything you do and praise, you know,
the work that you are doing. It is so important.
Thank you, Mr. Chairman.
Chairman Boehlert. I thank you.
The Chair recognizes Ms. Hooley.
Ms. Hooley. Thank you, Mr. Chair.
I would like to also welcome Heather Combs from Oregon
today. Again, congratulations to all of you.
I want to start out with Ms. Barnes. You talked about Mr.
Wong's classroom. And I would like to know, in the professional
and development workshops and in-service training that you have
participated in, what percentage is focused on this kind of
collaborative learning that you experienced in Mr. Wong's
classroom?
Ms. Barnes. Well, I would say now that I am, you know, an
informed consumer----
Ms. Hooley. Yeah.
Ms. Barnes.--I won't stay in a professional development
setting where it is not going to meet my needs. So the courses
that I register for and stay for----
Ms. Hooley. Yeah.
Ms. Barnes.--are classes where all of the teachers who are
participating are actively engaged, and they are asking to
reflect on their practice, and they are asking to--they are
being asked to consider new research in education and how they
can use that information to change learning for the students in
their classrooms.
I would say that, besides the fact that Mr. Wong painted a
picture for me of what is possible for students----
Ms. Hooley. Yeah.
Ms. Barnes.--he also gave me a lot of direction in what is
high-quality professional development, how does that look, and
how does that carry over into your practice. But it is
something that--I just feel extremely fortunate that I was able
to have this experience early on in my career, because I have
many colleagues throughout my district and state that the first
time they take a course like the ones I am talking about, they
are just so energized and overwhelmed and saying, ``This is
amazing. This is great. I have needed this for all of these
years.'' There is just maybe not enough to go around. It is--
for the people who plan the professional development that
works, it is hard work for those people, just like teaching the
way that we believe is hard work for us.
Ms. Hooley. But my question is, and any of the rest of you
can answer this as well, how often do you find the in-service
training or the professional development with that kind of
energy and that actively engaged? I mean, are those hard to
find or are those common anymore?
Ms. Barnes. Yeah, I think if you know where to look, then
you can find it.
Ms. Hooley. Now wait a minute. If you know where to look,
but if--I mean, if there is a list of things that a teacher can
go to for in-service training or for professional development,
how hard is it to find those really good professional
development courses?
Ms. Barnes. See, I guess I have learned to look at who the
presenters are. You know, if it is a professional development
opportunity that was developed by, you know, the EBC, or there
is a local organization--non-profit organization, a couple in
Portland, actually, that I know that if I take a course, it is
going to be high quality. And there are some that I know I need
to steer away from them. But I think when you are a beginning
teacher, you need to have somebody tell you.
Ms. Hooley. How would you know? Yeah.
Ms. Barnes. You need to have a mentor to say, ``You know
what? Don't spend your money there.''
Ms. Hooley. Okay. And then--and anyone else can talk about
that that wants to, because I would really like to know how
hard that is to find one of those classes.
And the second question I have is, if there is one thing
the Federal Government could do to particularly grade school
teachers to get them excited about math and science and
teaching math and science in their classroom--because I know a
lot of teachers have a phobia against math and science--what
would be the one thing we could do to entice teachers to be
involved, grade school teachers, in math and science and to
sort of get rid of that phobia? What would that be?
Ms. Cliche. I guess I will answer.
Ms. Hooley. Okay.
Ms. Cliche. And I have been talking. It is great having so
many colleagues around, so of course, knowing I was going to be
here today and representing them, I did get a lot of input----
Ms. Hooley. Good.
Ms. Cliche.--and I think I have gotten some input for that
question.
Ms. Hooley. Good.
Ms. Cliche. One thing that we have kind of thought about is
it would be great if we had a math and science specialist in
each elementary school, because I think that is almost like
having your professional development right there. I think, you
know, when I started teaching, I almost felt isolated, that I
was the only one that thought this way, that taught this way.
And then, as I started branching out and meeting other
colleagues that taught and thought that way, it really helped
me. So if you have a math and science specialist, maybe, in the
elementary school, not just at the county, because there are so
many schools now in an area, that could come in and actually do
some of the lessons and do some of the teaching and help you
and find the professional development that you need that is
important to you that you see. I think that would be a great
step.
Ms. Hooley. Okay. Any other comments?
Ms. Sanderson. In our school district, we use
investigations in data, time, and space, which is a pretty
innovative math program, but we have used it for several years.
And it was funded through a government grant. I am not sure if
it was Eisenhower or NSF or--it is NSF?
Ms. Hooley. NSF.
Ms. Sanderson. And it was a--and part of the grant process
was there had to be a professional development component.
Therefore, every teacher in the district has to go through
professional development to learn how to teach it. And then you
become comfortable with teaching it, if you weren't comfortable
with teaching math, other than through a textbook. So if the
government requires, in all of its grants, that there be a
professional development component and they actually have--they
collect data on this professional development every time we
have one. So I think that just requiring that makes sure that
the districts then provide quality professional development to
ensure that the teachers aren't phobic about it. And we have
the same thing for our science. We are required to have science
training before we can teach the kits. They won't even send the
kits to our school until we have the training.
Ms. Hooley. Thank you.
Chairman Boehlert. Thank you.
The gentlelady's time has expired.
The distinguished Vice Chairman of the Full Committee, Mr.
Gutknecht.
Mr. Gutknecht. Thank you, Mr. Chairman. And thank you for
having this hearing. I want to thank the panelists for being
here today. I think this is an important hearing, and it is
something that when you look at the test score numbers from
around the world and you compare ours to international scores,
this has probably already been mentioned, we do very well in
the elementary grades. By eighth grade, we are starting to lose
ground, and by the time they get to twelfth grade, American
students score pretty poorly. And we still haven't really
gotten our arms around why.
I do, however, believe that success leaves clues. And if
you look at what is happening at universities and in many
communities every summer, there are baseball camps, there are
basketball camps, and there are football camps. But I don't see
enough science camps, and I don't see enough math camps. And I
think there has to be a way that we can encourage our
universities, encourage private enterprise, and frankly, with a
little bit of help from the National Science Foundation and
federal and state taxpayers' dollars, we ought to be able to
encourage more of that. And that is just my editorial comment.
And everywhere I--we are doing some of that in my district, but
I must confess, not nearly enough.
But the real question I wanted to get to is that we have--
for example in the town that I live in, Rochester, Minnesota,
we have a very large number of people who have advanced degrees
in math and science, and that is because we have a little
medical practice that was started by two brothers by the name
of Mayo, and we also have the top research facility for IBM. We
built the world's fastest supercomputer now in Rochester,
Minnesota. But several years ago, there was an outreach program
to try and encourage more of these people with advanced degrees
in math and science to serve either as mentors or some of them
who had retired early or for one reason or another to be able
to teach. And I will be diplomatic. The teachers unions took a
somewhat dispassionate view of that whole idea. Now I know that
there are several states that have alternative certification
programs, and I would like, Ms. Dodd, for example, you started
out, I think you said, teaching home economics, and you moved
into math. How difficult was it for you to get recertified,
because the problem is we have Ph.D.s in mathematics and they
can't teach mathematics at the local high school?
Ms. Dodd. I am glad you asked me that question. And that is
probably one of the reasons I have pursued this particular
nomination or award was because I wanted to validate my worth
as a mathematics teacher.
I was very lucky to be able--because I really, honestly,
believe that being a teacher is essential, but I don't want to
diminish the need for content. And I am a middle school
teacher. I see myself more as a middle school teacher than an
elementary teacher. This is one of the few times I am not with
my buddies, the high school teachers. Normally, that is who I
am with. And I think content is essential. But I think it is
easier to teach a person content sometimes than it is to teach
them how to teach.
So I think that retooling and retraining existing teachers
who desire to be in a mathematics classroom is a really good
investment, and I have a national board in early adolescence
mathematics, which requires content knowledge. And I absolutely
do not want to diminish the necessity of content knowledge if
you are going to teach mathematics. I have to know what comes
after sixth grade math. It will affect how I teach math.
Knowing my high school friends, knowing that it is more
important that my kids understand fraction operations to be
successful in algebra than it is integers was very helpful to
me in preparing my children. My buddy on my team is a science
teacher who was an engineer. So he is coming to our school from
an alternative program, also. He is a dynamic teacher. He has
the heart of an engineer, but the mind of a teacher. He
sponsored a robotics club with our school, and we actually got
to state competition. And so I absolutely welcome alternatives.
I was accepted in the math community and given a chance to
grow, and I think that, as teachers, we need to accept people
from outside communities and give them a chance to grow.
Mr. Gutknecht. Thank you.
Ms. Dodd. So I agree with them.
Mr. Gutknecht. Anybody else want to comment on that, on the
ability of people from the outside to come in and be able to at
least contribute?
Ms. Martinez-McDonald. I would like to share an experience
that I have had. New Mexico has various labs, and a few years
back, all of the labs had what was called the Cyad program
where they coupled scientists in the field and retired
scientists with schools, and they came into our schools once or
twice a month. They provided background knowledge and content
as well as activities in the classroom and supported us.
Unfortunately, the program was phased out, but I found that
very helpful, because it was somebody that I knew I could call
for support. They would be in the school. They got to learn
kids. They realized that having the science had nothing to do
with the teaching. And they provided the science that I lacked,
so that I could do the teaching that----
Mr. Gutknecht. Thank you very much.
Chairman Boehlert. Thank you.
Mr. Davis.
Mr. Davis. Mr. Chairman, thank you very much, and Ranking
Member, for having the hearing today and certainly the five
panelists who have given great testimony and all of the members
from throughout the different states that are here to join and
participate in the activities you have had since Sunday, and I
think will probably last through this coming Saturday.
I grew up in a rural area. My first school was a one-
teacher school where we walked. It started in 1948. As you look
at the teaching in 1948, it was basically three ``R''s. I
graduated from high school in 1962, and when I graduated from
high school in 1962, I had heard a young man a year earlier, or
a year and a half earlier, say, ``We will send a man to the
moon and then safely return him by the end of this decade.''
And there was no science being taught about how we go to the
Moon in 1962 or in 1948 when I started with school. We have
seen a tremendous change and a huge amount of knowledge that
has occurred since both my wife and I went to school at a place
called York High School in Jamestown. It was built by a fellow
by the name of Sergeant Alvin C. York from Pall Mall, where I
currently live today and where I was born and raised. When he
dedicated that school, he said, ``I dedicate this school to the
children of Pall Mall, so they can enjoy the liberating
influences of an education denied me in my youth.'' Liberating
influences of an education that he was denied as he traveled
throughout the world during World War I and became a great hero
for America, a movie of which has been made of his life. We see
in someone who had the vision to be sure that education became
a part of our lives.
I applaud each of you in this room for how you are
imparting to our young individuals. I have--as my wife and I
watched our children go to school, we realized how much more
education and knowledge was available to be taught to them than
she and I had obtained or were taught when we were going
through school. We now watch our five grandchildren, of which
four of those are in school, two in Murfreesboro, our oldest
grandson, who will be 15 on August the 1st, is an eighth grade
graduate there last year, and Alexa is still there at McFaden.
But we see such a change in education and teachers so
committed. My wife teaches second grade. She taught first grade
for 14 years. My daughter, Lynn, teaches in the school systems
in Bart Gordon's District. All of my children live in Bart
Gordon's District for some reason. They can't vote for their
daddy. And I have a son-in-law that teaches, and my oldest
daughter actually teaches home-schoolers. But the two children
I just mentioned go to public schools at McFaden and
Murfreesboro.
So there has been such a change from the three ``R''s to
what we have today and the challenges that we have had. Growing
up in a rural area, Ms. Martinez-McDonald, is a challenge. The
bus left my home at six o'clock for the eight o'clock school. I
was the first on the bus and my sisters and brothers were,
because my mother and father had actually drove the bus. One of
them would. Each morning, we would change at the elementary
school and then go up the mountain to Jamestown.
So as we look at trying to change or to improve how we
teach our students and how we teach our young men and women,
our young students, the children that we are teaching, I know
that that is a tremendous challenge for you. Math and science
was something that was always--it was--it seemed to be away
from my grasp, but I always wanted to reach out and be a part
of science and math. I applaud your efforts, how you impact the
lives of future generations of this country. And I don't agree
that America has got the worst education system in the world.
We absolutely are the only Nation in the world that has the
economic strength that we have and the military strength that
we have. No nation can even equal us. And why? It is because of
educators like you in this room and throughout our systems
throughout the Nation. Oh, we can complain and we can talk
about areas where we need to improve, and we should always
strive to do that, but because of you, America is where it is
today.
I tell young students, when I visit them in schools, that
you can have a Maserati, I don't know what that is. That is a
fine car, they say, or you can have the biggest mansion in the
world, and if you can't economically continue to fund it, you
will lose all of those assets you think you have. But an
education is an asset that you never can lose, and you can
always use that. And you are the ones who make that happen.
I have a teacher here today from a rural area similar to
where I grew up, Ms. Beverly Ramsey, from the West Elementary
School. She is actually from Viola, which is about the same
size as Pall Mall where I grew up in Fentress County. And I
applaud her and congratulate her, as each of you should be
congratulated, for being able to win the competition, and I am
sure it is pretty stiff, to be here today.
My question, and I am about to run out of time, is this.
How has ``No Child Left Behind'' impacted your ability to
teach? Do either of you want to answer that? And here is why I
ask that. Here is why I ask that. I think we have to look at
achievability of each student and be sure that that child is
not left behind. And if we don't place an achievability as well
as accountability, we could never reach an accountability
level. So how has it impacted?
My time is running out, I guess, so that is--we----
Chairman Boehlert. Your time has run out. But just let me
say that I think we all embrace the subject and the theme that
no child should be left behind. And let me point out, we are
spending more on education in America than ever before in the
history of the Republic, and we need to spend more. It is a
very wise investment.
Mr. Davis. Saved by the bell.
Chairman Boehlert. Yeah.
Here is what happens. We are going to have a series of
votes now, so we will go next to Dr. Bartlett, a Ph.D., I might
add, Dr. Bartlett who is deeply and passionately interested in
this subject matter.
And then I think if he can keep to the five-minute limit,
we will get to Mr. Honda, and then we are going to have to end
this, because we will go over for a series of votes, and we
can't keep you around all day. And it might be a half-hour to
45 minutes before we can get back, and that would be
disruptive.
So Dr. Bartlett.
Mr. Bartlett. Thank you very much.
I want to apologize for a schedule that tries to cram five
days of work into less than two days this week, which meant
that at 10 o'clock this morning, I was supposed to be in four
places at once. So I am glad that I am finally able to get
here.
In another life, I spent 24 years as a teacher. I worked
for a number of years as a scientist. And I have had a growing
concern about two things in our country, both of which are
culture-driven. One of them is our inability to attract enough
students to science, math, and engineering. As an example of
the portent for the future, we graduate about 70,000 a year.
The Chinese graduate 200,000 a year, roughly three times more
than we. And India graduates 150,000 a year, a bit more than
twice what we graduate. And that is to say nothing about the
fact that about half of all of the graduate students in
science, mathematics, and engineering in our country are
Chinese and Indians. So the discrepancy is even bigger than
that.
I am very much concerned that for the short-term, this
poses a real threat to our economic superiority. We will not
continue to be the world's premier economic power if we can not
attract enough high-quality students to science, math, and
engineering. And by the way, the bright, young minds in our
country today are increasingly going into what I tell them are
potentially destructive pursuits. They are becoming lawyers and
political scientists.
And you know, I have two questions. The first staff-
generated question has to do with the fact that our kids don't
start out behind. In the fourth grade, they are about on par
with students in the rest of the world, and in the eighth
grade, not so bad, and by the twelfth grade, they have fallen
way behind. In a recent survey, worldwide, we were very
thankful for Sri Lanka and Cyprus, because they were the only
two, out of 21 countries, I think, whose students fared worse
in science, math, and engineering than ours did. You know, you
get what you appreciate in a society. And I will believe that
our culture is changing when the White House invites academic
achievers and appreciates them the way we appreciate athletic
achievers in our country. And you know, when you are calling
bright young men in our schools ``geeks'' and ``nerds'' and
pretty girls won't date them, and when pretty girls have to
play dumb so that they can get a date, don't you think that
this sends the message that there may be something wrong in our
society that we have got to change our culture?
So I am very much concerned about two things.
One is what do we have to do so that we can attract more
bright, young people to these careers? And what do we have to
do so that we are doing a better job of educating? It is
awfully tough to take a student from high school, who is at the
bottom of the barrel in comparison with students from most
other industrialized countries, and then to turn out a really
quality graduate from our graduate schools. What can we do to
attract more, and what can we do to make sure that we have--
that we do a better job? Because it is not our kids that are
failing, it is we who are failing. They start out okay, and the
longer they go to school, the worse they get. Doesn't that send
a message?
And by the way, Mr. Chairman, the 24-year fall in SAT
scores follow the 24-year increase in the size and influence of
the federal Department of Education. Do you think there might
be a cause-effect relationship? I won't ask you to answer that
question.
But my two questions, what do we have to do to attract
more, and what do we have to do to do a better job of training
them?
Chairman Boehlert. Identify yourself, if you will, for the
record.
Ms. Jones. I am Linda Jones, and I am from Alabama.
Our state has undergone a lot of changes recently. Of
course, with ``No Child Left Behind,'' and elementary teachers,
especially in the K-3 area, we have focused so heavily in
reading and making sure that our children are on target, and it
has cost us, I think, in the science area. And we have also
focused heavily in the math. But in Alabama, we have been
looking at changing how we teach. And a lot of times, we are so
squeezed into the afternoon to teach the math and science, that
we don't take the time, or we don't have the time, to lay out
all of the manipulatives and the things that turn children on
and help them understand the concepts and really know what they
are doing. Instead of just being able to add, why are we adding
and really what are the concepts behind it.
We are working on what we call an arts program, or a
testing program that will test the science. I am getting a
little nervous here, having to stand. I have to take a deep
breath.
But one of the things that we are working on is AMSTY, and
AMSTY is a math and science and technology program. And the
first step that we are having to do is go back, take our
teachers, and retrain them, train them in stepping back instead
of being the teacher, just be a facilitator and putting out the
manipulatives and letting the students work with those
manipulatives and discover new ideas themselves. And that takes
retraining. And it takes time. And then it takes supplies. I
did not have the supplies that the----
Chairman Boehlert. It takes resources, too.
Ms. Jones. That is right.
Chairman Boehlert. We are just running very short on time,
and I want to give Mr. Honda the opportunity to have a few
observations.
So thank you very much for that intervention.
Ms. Jones. Thank you.
Chairman Boehlert. Mr. Honda.
Mr. Honda. Thank you, Mr. Chairman and Ranking Member. I
appreciate this forum, and let me tell you, as a school teacher
myself, I appreciate what it is that you do. I am a science
teacher. I taught high school, so I had to wait for your work
to be done. My wife, since 1965, was a kindergarten teacher, or
what I say, ``kindegarten'' teacher. And as her husband for
many years, I have to get used to the word ``no'' more than
once. She couldn't ever say ``no'' once. She says, ``No, no,
no.''
Having said that, I would like to associate myself with all
of the comments that the Chairman and the Ranking Member had
shared with you.
But just to let you know that we understand what it is that
you have to do on a daily basis, such as put up with more
policies that policy-makers pass and place upon your shoulders
without the due compensation, or having assumed that
compensation will be there once we pass a law. We need to hear
your voices constantly saying, ``No unfunded mandates. If you
are going to make a promise, please keep them.'' This committee
is one of the most bipartisan-focused committees that there is.
We understand, also, that math and science, in itself, are not
the only curricular activities that go on in a classroom and
that integration and not compartmentalizing math and science is
critical, too, and that is what K-6, K-8 folks do, and they do
that well. We just haven't figured out, on a national basis,
how to put together teacher training programs that have a
degree, a professional degree that recognizes that.
Another thing is that I think we understand the distinction
between parity and equity. You are given funds to deal with
things in the concept of parity, but we say equity. And ADA is
parity, not equity, because you know that each child has needs
and each child has different kinds of needs and different
amounts of money that would support that child's access to
equal opportunities in education. So we understand that. And
our struggle is to try and figure out how we keep in touch with
you so that we translate your experiences into public policy,
your insights into public policy, so that it is more, if you
will, elegant. And you need to keep in touch with us, almost on
a daily basis, with every one of the 435 Members of Congress to
make sure that public policy does reflect your needs, because
as a teacher, I know that things get put on top of you saying,
``There is too much fat.'' You know, ``There are places to cut.
We don't know why you can't manipulate or manage your budget.''
And once we start cutting, at the end of the year, after all of
the cuts, the school closes, kids graduate, kids get promoted,
and people say, ``Hmm, there must be more fat out there.''
We understand that that isn't the case, that instruction is
something that you need to invest in and that the investment is
something that is realized, not only in math and science, but
music, which is probably the paramount expression of math and
science.
And so I just want to get on my soapbox and let you know,
as teachers, that you are a cornerstone of this democracy.
Don't give up the ship. Keep fighting for these youngsters. And
we are going to do our part here in Congress to make sure that
we back up our words with the kinds of efforts that you need in
your classrooms.
So thank you very much.
And Mr. Chairman, thank you.
Chairman Boehlert. What an eloquent closure to this very
productive hearing. Thank you so very much, Mr. Honda. And
thank all of you. Now the clock says we have about three
minutes and 20 seconds to get from this building over to the
Capitol in order to vote.
Thank you, once again.
Mr. Honda. I need a hall pass.
[Whereupon, at 11:55 a.m., the Committee was adjourned.]
Appendix:
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Additional Material for the Record