Summary of FY2002 Budget Request to Congress - National Science Foundation

ELEMENTARY, SECONDARY, AND INFORMAL EDUCATION $165,610,000

The FY 2002 Budget Request for the Elementary, Secondary, and Informal Education (ESIE) Subactivity is $165.61 million, a decrease of $37.0 million, or 18.3 percent, from the FY 2001 Current Plan of $202.61 million.

(Millions of Dollars)

   FY 2000
Actual
FY 2001
Current Plan
FY 2002
Request
Change
Amount Percent
Instructional & Assessment Materials Development
36.98
34.09
28.99
-5.10
-15.0%
Teacher & Student Development
101.58
112.64
80.62
-32.02
-28.4%
Informal Science Education
47.64
55.88
56.00
0.12
0.2%
Total, ESIE
$186.21
$202.61
$165.61
-$37.00
-18.3%

Totals may not add due to rounding.

ESIE programs develop the instructional workforce and the instructional materials that strengthen the nation's capacity to bring quality science, mathematics, and technology (SMT) education to all students, pre-Kindergarten through grade 12. Moreover, its media, exhibit, and community-based programs increase the scientific and technological literacy of all citizens. All of ESIE's efforts are characterized by solid research foundations; incorporation of high standards in content, pedagogy, and assessment; collaborations between the formal and informal education communities; and partnerships among major stakeholders (e.g., higher education, state and local education agencies). ESIE programs lay a foundation for future researchers, educators, and technologists, for students pursuing post-secondary education in other disciplines, and for those directly entering the technological workforce.

The Instructional and Assessment Materials Development program supports the development of comprehensive science, mathematics, and technology materials as well as supplementary units that introduce applications of technology and/or new content areas. Integral to all student materials are assessments that guide instruction and gauge student understanding. In addition, large-scale assessments provide states and districts with the means to assess student learning. Instructional and assessment materials form the backbone for the Foundation's efforts in mathematics and science education. This program is reduced by $5.10 million, or 15.0 percent, below the FY 2001 level.

ESIE's Teacher and Student Development programs address concerns identified by a range of education stakeholders. Teacher and Student Development is reduced by $32.02 million, or 28.4 percent, below the FY 2001 level.

  • Centers for Learning and Teaching (CLTs) involve partnerships among universities, school districts, state education agencies, informal science education institutions as well as business and industry. CLTs address: (1) increasing the quality of research on learning and teaching; (2) developing the next generation of science and mathematics education specialists to educate teachers and support K-12 education; and (3) strengthening the competencies of the current and future instructional workforce (pre-K through university).

  • Local Systemic Change projects build the capacity of local districts to provide quality education through the coupling of effective materials with sustained professional development for all teachers.

  • Teacher Retention and Renewal projects focus on retaining beginning teachers in the instructional workforce and on developing master teachers.

  • Courses for Teachers enhance the content knowledge of all teachers, particularly those who are teaching out-of-field.

  • Professional Development through Emerging Technology projects are testing new ways to use information technology to strengthen the instructional workforce.

  • Presidential Awards for Excellence in Mathematics and Science Teaching provide career recognition for exemplary elementary and secondary teachers.

Outcomes from these two aspects of ESIE activity have helped set the stage for the new Math and Science Partnerships Initiative (MSPI). Approximately $37 million is redirected in support of MSPI. FY 2002 funds will sustain continuing projects and focus on high priority areas that create synergy for projects supported within MSPI.

Informal Science Education (ISE) funding increases slightly to $56.0 million. ISE promotes science, mathematics, and engineering (SME) understanding through voluntary, self-directed, and life-long learning opportunities via media (e.g., print, film, television) and informal organizations (e.g., museums, parks, zoos, libraries, community groups). In FY 2002, ISE increases its focus on bringing quality SME education experiences to underrepresented groups and underserved areas; forging collaborations between informal and formal science education institutions; promoting parental involvement; advancing public understanding of the processes and results of current research; and expanding applied research that identifies and disseminates effective strategies for reaching the public. Outreach to smaller communities is a priority as well as increased evaluation of all projects.

All ESIE programs contribute to a body of applied research that assesses the effectiveness and impact of projects and programs in enhancing learning and instruction in both formal and informal settings. Applied research both strengthens the program and identifies new programmatic directions. Likewise, uses of information technology to enhance both teaching and learning will be a priority across all ESIE programs.

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Last Updated:
01/29/05
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