ERIC ED365511: Indicators of Science & Mathematics Education 1992. First Edition.

517 Pages·1992·8.4 MB·English

by  ERIC

DOCUMENT RESUME
ED 365 511
SE 053 789
AUTHOR
Suter, Larry E., Ed.
TITLE
Indicators of Science & Mathematics Education 1992.
First Edition.
INSTITUTION
National Science Foundation, Washington, DC.
Directorate for Education and Human Resources.
REPORT NO
NSF-93-95
PUB DATE
92
NOTE
608p.; Support services in the production of this
document provided by Walcoff & Associates.
AVAILABLE FROM
National Science Foundation, Washington, DC 20550.
PUB TYPE
Reports
Research/Technical (143)
Reports
General (140)
EDRS PRICE
MF03/PC25 Plus Postage.
DESCRIPTORS
*Academic Achievement; College Science; Curriculum;
Educational Research; Educational Trends; Elementary
School Science; Elementary Secondary Education;
Engineering Education; Females; Higher Education;
High Schools; *Mathematics Education; Mathematics
Teachers; Minority Groups; Parent Attitudes; *Science
Careers; Science Curriculum; *Science Education;
Science Instruction; Science Teachers; Scientific
Literacy; Secondary School Science; *Student
Attitudes; Teacher Education; *Teachers
National Assessment of Educational Progress; National
IDENTIFIERS
Longitudinal Survey of Youth; Second International
Mathematics Study; Second International Science
Study
ABSTRACT
This report presents a new synthesis of statistical
indicators and research findings on the quality of science and
mathematics education in the United States. In more detail than any
other report, it addresses the progress made toward the U.S. natio-aal
goal of ranking first in the world in mathematics and science by the
year 2000. It draws on research and statistical surveys supported by
the National Science Foundation and other federal agencies, such as
the National Center for Education Statistics, to describe changes
that have occurred between 1970 and 1990. This report is intended for
use by anyone seeking authoritative information about the students,
teachers, and school systems involved in science and mathematics
education in the United States. The chapters, following a background
(1) "Cognitive Achievement";
and summary section, are:
(2) "Science
and Mathematics Curricula"; (3) "Science and Mathematics Teachers";
(4) "Persistence and Career Choice"; and (5) "Higher Education."
Appendixes that constitute nearly half of the document include
detailed data tables and technical notes. A list of acronyms and
abbreviations, and an index conclude the document. (PR)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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U.S. DEPARTMENT OF EDUCATION
Office of Educational Refeerch and Improvement
EDUCATIONAL RESOURCES INFORMATION
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CENTER (ERIC)
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OF SCIENCE &
MATHEMATICS
EDUCATION
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National Science Foundation
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National
The National Science Foundation was established by Congress in 1950 "to initiate and
Science
support basic scientific research and programs to strengthen scientific research potential
Foundation Act
and science education programs at all levels in the mathematical, physical, medical,
of 1950
biological, social, and other sciences and to initiate and support research fundamental to
the engineering process and programs to strengthen engineering research potential and
engineering education programs at all levels
INDICATORS
OF SCIENCE &
MATHEMATICS
EDUCATION
9
9
1
First Edition
National Science Foundation
4
Recrimmended Citation
Division of Reqearch, Evaluation and Dissemination. Directorate for Education and Human
Resources, Indicators of Science and Mathematics Education 1992, ed. Larry E. Suter.
Washington, DC: National Science Foundation, 1993. (NSF 93-95)
5
Acknowledgments
This report was planned and prepared in the Directorate for Education and Human Resources (EHR),
Luther S. Williams, Assistant Director. Larry E. Suter of the Studies and Indicators Program in the Division of
Research, Evaluation and Dissemination was responsible for directing the writing and production of the report.
Kenneth Travers, Director of the Division, provided general direction and oversight. An advisory committee
reviewed the outlines, preliminary indicators, and drafts of the chapters. Members of the advisory committee
were Richard Shavelson, University of California, Santa Barbara; Andrew Porter, University of Wisconsin,
Madison; Richard Ivlurnane, Harvard University; Nabeel Alsalam, National Center for Education Statistics;
Michael McPherson, Williams College; Iris Weiss, Horizon Research, Inc.; Richard Berry, retired, National
Science Foundation.
The chapters were written by
Background and
Larry E. Suter, National Science Foundation
Summary
Brenda Turnbull, Kelly Colopy, and Karen Panton, Policy Studies Associates, Inc.
Chapter 1
Jon D. Miller and Karen G. Brown, Chicago Academy of Sciences
Frances Lawrenz, University of Minnesota and Insook Jeong, Walcoff & Associates
Chapter 2
Senta Raizen and Theodore Britton, The Network Inc.
Chapter 3
Jon D. Miller and Karen G. Brown, Chicago Academy of Sciences
Chapter 4
James S. Dietz, National Science Foundation
Chapter 5
Insook Jeong and Hope Tan, Walcoff & Associates
Technical Notes
Reviews of the report were provided by members of the Education and Human Resources Advisory Commit-
teeJoan Barber, Thomas W. Cole, Alan J. Friedman, and Uri Treisman; Division Directors of EHRJoseph
Danek, Terence Porter, Charles Puglia, Kenneth Travers, Jean Vanski, and Robert Watson; and NSF staff
Lawrence Burton, Mary Golladay, Jean Johnson, Susan Hill, Diane Weisz, Jennifer Bond, Eugene Cota-Robles,
Judith Sun ley, David Jenness, Charles Brownstein, Peter House, Rolf Lehming, and Myles Boylan.
Reviewers outside NSF included Jeanne Griffith, Gary Phillips, Mary Fraise, and Sharon Bobbitt, National
Center for Education Statistics; Eugene Johnson, Ina Mullis, and Nancy Mead, Educational Testing Service;
Pamela Flatteau, National Academy of Sciences; Elizabeth Stage, National Research Council; Brian Stecher and
Daniel Koretz, RAND Corporation; William Schmidt, Michigan State University; and Howard Garrison, Aspen
Systems Corporation.
Special tabulations for the report were provided byDaniel Koretz, RAND Corporation; Elliott Medrich,
Management Planning Research Associates, Inc.; Peter Stowe, National Center for Education Statistics; and
Clifford Adelman, Office of Educational Research and Improvement.
Under contract to the Directorate for Education and Human Resources, Walcoff & Associates
provided the following services in the production of this document: research, statistical
analysis, technical writing, editing, design, data entry and graphics creation, quality control,
and desktop publishing. Insook Jeong was lead researcher. and Jane Otto was managing editor.
Other Walcoff staff included Judith Beattie, Nita Congress. David Hoff, Suzanne Lopes, Susan
Neill. and Allison Pinkney.
Contents
Acknowledgments
iii
General Contents
List of Figures and Text Tables
Background and Summary
1
Chapter 1: Cognitive Achievement
13
53
Chapter 2: Science and Mathematics Curricula
Chapter 3: Science and Mathematics Teachers
85
Chapter 4: Persistence and Career Choice
115
Chapter 5: Higher Education
135
Appendix A: Detailed Tables
170
List of Tables
181
Background and Summary
187
Chapter 1
226
Chapter 2
280
Chapter 3
317
Chapter 4
333
Chapter 5
369
Appendix B: Technical Notes
495
Acronyms and Abbreviations
497
Index
List of Figures and Text Tables
Background and Summary
Percent of Federal budget obligations for mathematics, science,
Figure Intro-1.
and technical education, by Federal agency: Fiscal year 1992
3
Percent obligated for the Directorate for Education and Human
Figure Intro-2.
4
Resources (EHR) out of total NSF obligations: 1970 to 1992
Percent of EHR education obligations, by level of schooling:
Figure Intro-3.
4
1970 to 1990
Percent of elementary and secondary students who are black or
Figure Intro-4.
Hispanic: 1970 to 1990
6
Percent of white, black, and Hispanic children ages 6-17 below
Figure Intro-5.
the poverty level: 1970 to 1990
6
Percent of white, black, and Hispanic families with one parent:
Figure Intro-6.
1970 to 1991
7
Percent of white and black elementary and secondary school students,
Figure Intro-7.
by educational level of family householder: 1970 to 1990
7
Chapter 1 Cognitive Achievement
Percent of 12th-grade students at each scale score range in
Figure 1-1.
mathematics: 1990
Percent of 12th-grade students at each scale score range in
Figure 1-2.
science: 1990
22
Mathematics proficiency scores of highest and lowest deciles for
Figure 1-3.
24
students in grades 4, 8, and 12, by race and ethnicity: 1990
Science proficiency scores of highest and lowest deciles for students in
Figure 1-4.
grades 4, 8, and 12. by race and ethnicity: 1990
Average mathematics proficiency of 8th-grade public school students,
Figure 1-5.
by state: 1990
Mathematics proficiency scores of three selected states and the District of
Figure 1-6.
27
Columbia for 8th-grade public school students: 1990
Average mathematics proficiency scores, by age: 1973 to 1990
29
Figure 1-7.
9
Figure 1-8. Percent of students at each scale score range in mathematics, age 17:
1978 and 1990
29
Figure 1-9. Average science proficiency scores, by age: 1970 to 1990
30
Figure 1-10. Percent of students at each scale score range in science, age 17:
1977 and 1990
30
Figure 1-11. Average mathematics proficiency scores, by race and ethnicity,
age 17: 1973 to 1990
32
Figure 1-12. Average science proficiency scores, by race and ethnicity,
age 17: 1970 to 1990
32
Figure 1-13. Order of selected countries ranked by mean percent of mathematics and
science test items correct for the First and Second LEA International Studies
38
Figure 1-14. Mean percent of items correct in mathematics, by topic, grade 8: 1982
40
Figure 1- i 5. Mean percent of IAEP items correct in mathematics, by topic and
process area, age 9: 1991
42
Figure 1-16. Mean percent of IAEP items correct in mathematics, by topic and
process area, age 13: 1991
42
Figure 1-17. Percent of IAEP mathematics items correct, by country, age 9: 1991
43
Figure 1-18. Mean percent of IAEP items correct in science, by topic and process area,
age 9: 1991
44
Figure 1-19. Percent of IAEP science items correct, by country, age 13: 1991
44
Figure 1-20. Mean percent of IAEP items correct in science, by topic and process area,
age 13: 1991
45
Figure 1-21. U.S. and European adult knowledge of scientific terms and concepts: 1990
46
Chapter 2 Science and Mathematics Curricula
Figure 2-1. The three curricula
55
Figure 2-2. An expanded model for curriculum
56
Figure 2-3. Percent of states imposing regular graduation requirements in mathematics,
by number of years required: 1974 to 1990
60
Figure 2-4. Percent of science and mathematics classes with selected instructional
objectives emphasized by teachers, by grade range: 1986
61
Figure 2-5. Percent of students who report their parents expect them to do well in
science and mathematics, by parent's education, grades 7-12: 1987 to 1990
63
10
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