Public Schools Perspectives on the Crisis Whatever initiatives are eventually taken to solve the problems in mathematics and science education, Indiana's teachers will be a central factor for their success. But the supply of teachers is dwindling steadily. In Indiana, only about one-third as many persons entered teaching last year as a decade ago. Furthermore, 10% of the teachers under 40 years old recently responded to an Indiana State Teachers Association poll by saying they definitely plan to quit teaching as soon as possible, and another 62% said they plan to leave but either had not decided when or were waiting for something better to come along. Clearly, if a solution to the problems of mathematics and science education is to be found, then teachers' concerns must be taken into account. Cordell Affeldt, the president of the Indiana State Teachers Association and an elementary school teacher, emphasized that problems causing the shortage of mathematics and science teachers are also causing shortages of teachers in many other areas. Furthermore, these problems are likely to become much worse in the next decade. Affeldt said, adding that the use of quick fixes, such as "bounty pay" (paying higher salaries to teachers of particular subjects) and the use of unqualified personnel in the classroom, is simply shortsighted and will not solve the basic problem. William Lumbley, a chemistry teacher at Bloomington High School South, agreed that the salaries of science and mathematics teachers should not be raised above those of other teachers. While inadequate salaries are a malignancy that continues to drive teachers from the profession, Lumbley pointed out that there are many other problems affecting teachers. He added that because of these problems, he can not counsel a talented student to enter teaching. "I could not, in good conscience, try to convince them to enter a field where the pay is half of what they could receive in the private sector with the same background, where the pressures of accountability are not based upon what you do and how well you do it but rather on hearsay and personality conflict, where your product is never publicized and seldom returns to say Thank you, or where the hours that are necessary to adequately prepare for the next day detract from the care and attention of your own family members and their needs," Lumbley explained. Lumbley stated that the conditions under which mathematics and science teachers work must be improved. Some of Lumbley's recommendations include "that no science laboratory course be conducted with more students enrolled than there are safe, functioning laboratory stations available... that the science teacher be given the same consideration in time and budget for preparing and maintaining curricular activities as others are for extracurricular activities," and "that active support and observational basis for that support create an awareness in the decision makers, the policy formulators and the general public that the work of the science teacher is not simply an amoeboid motion nor a puff of smoke." Alfred L. Bias, the principal of Elkhart Central High School, agreed that salaries and working conditions must be improved, and added that the image of teaching as a career should also be promoted both in the schools and universities and among the general public. "Teachers want to be appropriately paid and appropriately respected," Bias said. All of the panelists agreed that the problems affecting mathematics and science teachers also affect all teachers. They emphasized that a commitment to quality education from the state is desperately needed, not only in terms of higher salaries but also for regular, funded inservice training and continuing education for teachers. They also suggested that teacher/professor exchanges, summer employment programs for teachers in business and industry, and forgiveable loans for education students be established as soon as possible. In education, it seems at times that it is forgotten that our final 'product' is a vital piece of humanity.-William Lumbley There are pressures now at work that are likely to intensify all shortages in the future.-Cordell Affeldt They find a warm body to slip into a classroom somewhere and turn off the kids, which is virtually what happens from day one.-F. Keith Ault Money will not solve all the problems but certainly, this is one problem that wouldn't be hurt by having some money thrown at it.-Allan H. Clark Higher Education Perspectives on the Crisis One of the major resources available for combating the crisis in mathematics and science education is the state's universities and technical colleges. It is in these institutions that Indiana's teachers and skilled workers are trained. These institutions also hold a large pool of scientists and educators who can be tapped to help retrain teachers that are already in the classrooms, as well as providing the expertise needed to design the programs and curricula that will be needed if the crisis is to be solved. "I think we have come to the time where we must look for a revision of the state tax structure," Allan H Clark, the dean of the School of Science at Purdue University, told the conference participants. "The property tax freeze, the fact that we are very low in income tax and in sales tax, simply means that we do not have the resources to do what needs to be done and to make the improvements that need to be done " Because Indiana's teacher shortages are severe, the state needs to move faster than other states to solve the problem, Clark said. Incentives for elementary and secondary school teachers should be increased, and the National Science Foundation Summer Institutes for teachers, which ended eight years ago in the summer of 1974, should be reinstituted, he added. Clark recommended that national standards should be set for elementary and secondary school curricula in mathematics and science "Not accreditation, not a huge system of boards investigating school districts, but publish what the curriculum should be and how many years of chemistry, physics and mathematics students should have to prepare for various college opportunities." H. Victor Baldi, vice president of Indiana Vocational and Technical College, said that many high school graduates have insufficient backgrounds in mathematics to be successful in post secondary education, including vocational training. Because of this, IVTC and other two-year institutions have to place tremendous emphasis on remediation and developmental studies "Before the student can get down to the business of studying whatever he or she came to study, there has to be some effort to provide them with the basic skills to be successful enough in a particular program." Bladi explained, adding that the inability to handle mathematics is one of the major reasons why students drop out of their courses Baldi said that mathematics is particularly important because all courses require mathematics skills. He gave as an example a recent state-wide curriculum meeting concerning their welding program Baldi said that welding instructors wanted two math courses for their students but he thought that one would be enough: "because, after all, it's just a welding course Until the welders told me, 'Well, all night. We ll go for one math course provided you get the trig functions in the first mathematics course." Many Indiana colleges have to focus on remedial education to supply skills that should have been learned in high school, Baldi said "I do not think that there is a sufficient amount of math, or science, or a few other meaningful subjects being required of students. In fact, the graduation requirements seem to have reduced themselves to a minimum common denominator approach which, in my opinion, can only lead to mediocrity. F. Keith Ault, a professor of chemistry at Ball State University, agreed that students are not learning enough mathematics and science, and suggested that part of the problem is the public's perception of the importance of these subjects. "There is a school corporation within 20 miles of Muncie. I won't mention the name, but that school corporation two years ago had $75 for a science budget that was to be used by more than 300 students. That kind of effort on the part of the school administration is insidious," Ault said. All of the panelists agreed that the state must increase funding for the schools if quality education is to be provided It was repeatedly pointed out that Indiana must at least bring the funding for its educational institutions up to the national average. Summary and Recommendations The last segment of this conference on the crisis in mathematics and science education in Indiana's elementary and secondary schools included a discussion by all of those participating in the conference on recommendations for a solution. All of the participants had a chance to voice their opinions on each recommendation, and after much discussion the following recommendations were agreed on. These recommendations have been organized into categories based on where initiatives for action would originate. Recommendations for State Government 1. The State Department of Public Instruction should establish a policy that all high school graduates will have studied mathematics and science for at least three years in grades 9-12. Students preparing to attend college should be urged to study four years of mathematics and science. 2. A program of "forgiveable" loans to college students preparing to teach mathematics or science should be established. 3. The governor should establish a commission on precollege mathematics and sci- 4. A policy should be implemented that will ensure that elementary and middle/junior 6. The state should support in-service institutes (especially summer institutes) for the 7. The state should begin a program to train retired persons with strong mathematics and science backgrounds who might be interested in part-time mathematics or science teaching. 8. The state should establish statewide educational goals and public policies for mathematics and science education, or at least support the development of an agenda for action in attacking the problem Recommendations for School Systems 1. Both mathematics and science should be taught to all students during every year in grades K-8 School systems could hire mathematics and science consultants and resource teachers for the elementary grades to facilitate this. 2. School systems should hire only qualified teachers to teach mathematics and science in grades 6-12. 3. School systems should give priority in hiring teachers to applicants with relatively strong mathematics and science backgrounds, particularly elementary school appli cants. 4. School systems should establish a policy of professional development incentives for teachers in critical shortage areas. 5. School systems should require all students to study about computers to the extent necessary to ensure computer literacy. Recommendations for Colleges/Universities 1. College/university teacher educators should evaluate their mathematics and science teacher education programs with the goal of determining how to make them more attractive to prospective teachers and more relevant to the needs of practicing teachers. 2. College/university faculty should be more willing to go to schools as resource persons. 3. Colleges/universities that have summer institutes for talented mathematics and science students should hire selected high school teachers as adjunct faculty for these institutes. 4. College/university mathematics and science educators should find more ways to utilize computers as instructional devices in mathematics and science classrooms at all levels. They should also establish workshops for developing computer literacy. 5. Colleges/universities should raise their entrance requirements in mathematics and science. 6. Colleges/universities should actively recruit women and minorities into mathematics and science careers. 7. Colleges/universities should develop adult education programs in mathematics, science and computers. 8. College/university mathematics and science students should be encouraged to volunteer as part-time teachers in schools where mathematics and science teachers are needed. They should also serve as resource persons in elementary schools. Recommendations for the Private Sector 1. Businesses/industries should provide part-time and summer employment for mathematics and science teachers. 2 Businesses/industries should assist state and local governments in providing low interest loans to students who are preparing for teaching careers in mathematics and science. 3. Businesses/industries should use their facilities for the development and recognition of teachers. 4. Businesses/industries should devise means to allow employees with strong mathematics and science backgrounds to teach mathematics or science part time in schools. 5. Businesses/industries should make available to schools and colleges information about career opportunities in mathematics and science-related areas. 6. Businesses/industries should help support the training of retired persons with strong mathematics and science backgrounds who might be interested in part-time mathematics or science teaching in the schools General Recommendations 1. The four sectors should work together to establish some consensus about the mathematical and scientific knowledge all students should acquire, both for high school graduation and college admission. 2. There should be a cooperative effort among the four sectors to determine attractive opportunities for continuing in-service education for mathematics and science teachers. 3. The four sectors should establish more mathematics and science teacher resource centers around the state. 4. The four sectors should work together to identify means for recognizing and rewarding outstanding performance both by teachers and students at every level. 5. All sectors should provide incentives to raise the prestige of mathematics and science teaching as a profession. 6. Government agencies, schools and colleges/universities should cooperate to retrain surplus teachers who have some aptitude, interest and background in mathematics or science. This would help alleviate the shortage of mathematics and science teachers 7. Action needs to be taken to convince the public that improvements are necessary. It is hoped that action will soon be taken on these recommendations, and that the current crisis in mathematics and science education in Indiana's elementary and secondary schools will be solved. The most important resource our nation has is its youth, and we are jeopardizing our future by neglecting our next generation. Senator STAFFORD. Thank you very much, Doctor. Your help is appreciated. Mr. Brod, you are next on the list, and we would be glad to hear from you. Mr. BROD. Thank you, Mr. Chairman. My name is Richard Brod. I represent the Joint National Committee for Languages, a coalition of 25 organizations for professionals in languages and interņational studies. In our view, language study has two basic functions in American education. One is in general education to give students of all ages a basic groundwork in language and culture. The other is specialized skill training, thorough training in the language and culture for those individuals who need proficiency in order to perform their work or their public duties, or who simply desire it for the enrichment of their private lives. All forecasts lead us to believe that the demand for training and language skills will continue the slow rise that has recently begun. Americans seem finally to be coming around to realizing that our national deficiency in language competence has weakened us economically and in other ways. Interest in language study is growing, and its value is coming to be recognized both by our leaders and by the public at large. May I say parenthetically that I am happy to be here during Foreign Language Week. The week began on Monday. President Reagan issued a proclamation from which I would like to quote a few words: "We cannot afford to be complacent," he says, "about our position in the world community. Both our economy and our national security depend upon American competitiveness. We must be effective, not only in the development of high technology and telecommunications, but also in our ability to communicate in our own language, as well as the languages of other nations." The two functions of language study, one general, one specialized, are different, but they are not incompatible. I am happy to say that there is good news on the front of language study in general education. After many years of what this morning was called permissiveness, colleges and universities have at last begun to restore the language requirements they abandoned 15 years ago. Our most recent survey shows that 66 percent of them now have language requirements for the bachelor's degree, whereas about 5 years ago, the figure was only 54 percent. At the same time, our teaching profession has shown creativity in developing attractive and interesting new courses and in broadening the scope of curriculum in language and culture. On the other hand, in specialized education and advanced research and training in language and area studies, the needs are growing; and it is clearly an area that the Federal Government must continue to address. To quote a recently published statement on foreign language education by the Board of Regents of the State of New York: "Because foreign policy and international relations are the business of the Federal Government, this area almost uniquely is a clear province for Federal attention." In the category of specialized education and advanced research and training in language and area studies, the Federal Govern |