Schools & Systems

Introduction

The Commission recognizes that calling upon the United States to bring far greater numbers of young people to much higher levels of mathematics and science learning represents a challenge higher than our educational system has ever committed to as a goal or come close to realizing as an achievement. The goal of dramatically upgrading math and science education aligns with similar calls and efforts for transforming American education to bring all students to “college readiness."^{David T. Conley (March 2007). Toward a More Comprehensive Conception of College Readiness. Prepared for the Bill and Melinda Gates Foundation. Educational Policy Improvement Center, University of Oregon. Conley defines college readiness as “the level of preparation a student needs in order to enroll and succeed—without remediation—in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program.”} Mathematics is both a critical gateway subject and competence for college preparation and technical careers and a foundation of higher-order thinking. The sciences provide both methods for problem solving and core knowledge needed in our complex society for carrying out key civic responsibilities such as serving on a jury (which increasingly involves weighing science-based evidence) or voting on social issues such as stem cell research.

Daunting as this goal may be, it is essential to our national well-being. As a practical matter, therefore, we must make crucial decisions regarding changes to make, innovations to seek, public policies to craft, and investments to budget for and prioritize. We will need transformation at every level: systems, schools, and classrooms.

Objectives

• Build high expectations for student achievement in mathematics and science into school and classroom culture and operations as a pathway to college and careers
• Enhance systemic capacity to support strong schools and act strategically to turn around or replace ineffective schools
• Tap a wider array of resources to increase educational assets and expand research and development capacity