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The Trends in International Mathematics and Science Study (TIMSS) (2007).

TIMSS provides reliable and timely data on the mathematics and science achievement of U.S. 4th- and 8th-grade students compared to that of students in other countries. For the history of U.S. students’ performance see link above.

The National Assessment of Educational Progress (NAEP).

NAEP, commonly known as the nation’s report card, science assessment was administered to students in grades 4, 8, and 12 in schools throughout the country from January to March 2009. Results will be reported in the spring of 2010. For previous year’s NAEP results and data refer to link above.

The National Science Teachers Association (2009). PISA Science 2006: Implications for Science Teachers and Teaching.

 Beginning in 2000 and every three years since, PISA – the Programme for International Student Assessment has assessed the reading, mathematical, and scientific literacy of 15-year-olds in some 65 countries. In 2006 the assessment concentrated on science, and researchers evaluated students’ knowledge and skills by measuring the depth of scientific literacy attained rather than the elements of curricula mastered. PISA Science 2006 provides a thorough examination of the assessment - including chapters on creating a framework for scientific literacy, test design and development, and frequently answered criticisms—plus more than a dozen essays on important themes for science teachers and the study’s implications for teaching science in the future. Comprehensive, thought-provoking, and indispensable, this book provides educators with a top-down view of where we stand today in science education and what this means for students and educators. To purchase a copy of this study go to link above.

Ethel Machi and the Heritage Foundation (2009). Improving U.S. Competitiveness with K-12 STEM Education and Training.

This report is aimed at education and private-sector leaders as well as at national defense strategists. The private sector and defense industry will need to work closely with education reformers to create a feasible plan for improving the current state of STEM education. Success in both industry and defense is vitally linked and inextricably tied to the capabilities of the STEM workforce. In order for the United States to be globally competitive, innovative, and prepared for new economic and secu­rity challenges, the U.S. must have a competitive and innovative educational environment that encourages entrepre­neurship and excellence in STEM subjects. Doing so will require federal and state policymakers, as well as the private sector, to take the following steps: Strengthen the quality of the elementary and secondary teacher workforce, particularly in STEM subjects; Reform the traditional public school system to encourage greater innovation and superior instruction; Implement aggressive reforms to change the governance of the traditional public school system; Resolve the H-1B visa shortage.  



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Thomas Edison



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