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Many studies point to the inadequacy of precollege education in the United States. How can it be improved? The development of effective policy requires information on the condition of education and the ability to measure change. This book lays out a framework for an efficient monitoring system. Key variables include teacher quality and quantity, course content, instructional time and enrollment, and student achievement.
Many studies point to the inadequacy of precollege education in the United States. How can it be improved? The development of effective policy requires information on the condition of education and the ability to measure change. This book lays out a framework for an efficient monitoring system. Key variables include teacher quality and quantity, course content, instructional time and enrollment, and student achievement.
This book presents a carefully developed monitoring system to track the progress of mathematics and science education, particularly the effects of ongoing efforts to improve students' scientific knowledge and mathematics competency. It describes an improved series of indicators to assess student learning, curriculum quality, teaching effectiveness, student behavior, and financial and leadership support for mathematics and science education. Of special interest is a critical review of current testing methods and their use in probing higher-order skills and evaluating educational quality.
The report of a panel assembled by the National Research Council to evaluate the statistics on the supply and demand for science and mathematics teachers concludes that the available data are inadequate and presents recommendations for improved data and further research. No index. Acidic paper. Annotation copyrighted by Book News, Inc., Portland, OR
The activities of an increasingly technological society call for greater command of science and mathematics at the precollege level than at any time in the past. Yet evidence from numerous studies indicates that the majority of U.S. citizens are not being equipped with the scientific and mathematical tools needed to participate in that technological society. Some studies point to an increased demand for science and mathematics teachers as well as an inadequate supply of qualified individuals to fill those positions. In this report, statistics on supply, demand, and quality as they pertain to science and mathematics teachers were evaluated and it was concluded that the available data are inadequate. The available data and model of labor market influences were evaluated and analyzed and it was found that there is a great diversity in labor market situations and in the actions taken by applicants and school systems to balance supply and demand. Chapter titles include: (1) "Determining Teacher Demand"; (2) "Determining Supply: Individual and District Activities"; (3) "Monitoring the Supply Pool of Science and Mathematics Teachers"; (4) "Statistics Related to the Quality of Science and Mathematics Teaching"; and (5) "Data Needs and Research Opportunities." Appendices include a list of panel activities, a list of national data sets on teacher supply and demand, availability of state data, a list of acronyms, and a set of biographical sketches of panel members. A list of over 400 references is provided. (CW)