Letter from the Co-Chairs

Strengthening Innovation Capacity to Transform Mathematics and Science Education

In 2007, Carnegie Corporation of New York joined with the Institute for Advanced Study to create a Commission composed of distinguished mathematicians, scientists, educators, public officials, and business and nonprofit leaders. The Commission was charged with assessing the current state of math and science education in the U.S. and developing actionable recommendations for the country to fully prepare American students in mathematics and science so that every student has the opportunity for a productive adult life in our rapidly changing world.

The Commission recognized that there have been important calls for action over the past few years, including the National Research Council’s Rising Above the Gathering Storm and the National Center on Education and the Economy’s Tough Choices or Tough Times. These reports, and others, raised alarms about the danger that the United States was losing its competitive edge and had urged the nation to make specific improvements to our educational system. Coming from different sectors and representing a diversity of perspectives, the Commission members came to rapid agreement that the United States cannot make the necessary improvements to mathematics and science education by focusing exclusively on mathematics and science learning; instead, we must also make fundamental changes to the nation’s schools and strengthen the innovation capacity of the educational system. The Commission has combed the field for ideas and practices that are already operating effectively on the ground and has given careful consideration to other recent recommendations and calls for action. The Commission’s work confirms that strong and promising examples exist, as does a growing national consensus that change is needed.

American students need to know more than they typically learn in today’s schools, and they need complex skills that enable them to apply their knowledge. Mathematics and science are essential parts of the foundational knowledge that all students need to acquire, and learning in those disciplines enables students to acquire skills and understanding that are increasingly essential to their ability to succeed in higher education and in careers. All students need a sophisticated working knowledge of math and science; their schools must not fail them in this.

Enabling that sort of learning will require fundamental change throughout our schools and school systems. To unleash innovation and build a stronger foundation for learning by all American students, we need to provide schools with frameworks and resources that make specific gains in mathematics and science possible: fewer, clearer, higher standards and more sophisticated assessments, an increased flow of teaching talent and better human capital management, and more effective school and system designs. We need to challenge schools to change, give them the tools and incentives to do so, and hold them accountable according to the highest, most equitable, and most comprehensive measure available: student learning in mathematics and science.

Commission members believe that our schools can meet this challenge—but we also believe that they cannot do so without the structural underpinnings proposed in this report. We believe that a national mobilization will be necessary, involving all the sectors represented on the Commission itself and beyond. We are heartened by the keen interest in education that is so evident in the Obama administration, many state governments, and a wide network of policymakers, businesses, unions, and nonprofit organizations. The task of assembling this report has not been easy, but we conclude the process with a sense of optimism.

We hope that The Opportunity Equation resonates widely and inspires action. We sincerely thank the members of the Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education for their dedicated and thoughtful service and trust that they will continue to serve as leaders in bringing excellence and equity to American education.

Phillip Griffiths – Commission Chair
Professor Emeritus of Mathematics and Past Director
Institute for Advanced Study

Michele Cahill – Commission Co-Chair
Vice President, National Programs
Carnegie Corporation of New York