Chapter: 1 Science & Engineering Indicators 93

Education and Preparation

The combination of well-prepared teachers, effective curricula, supportive institutions, and motivated students is essential to improvement in mathematics and science achievement for all students. (See "Teacher Expertise and High Student Achievement.") Well-prepared teachers are those who have been drawn to the profession because of both commitment and talent, thoroughly trained in both pedagogy and the disciplines, and continually given opportunities for intellectual and professional growth. Unfortunately, this definition of the well-prepared teacher is frequently inconsistent with the qualifications and experience of most U.S. teachers.

About 60 percent of mathematics and science specialists at the elementary grades received their bachelors degrees in elementary education. (See appendix table 1-27.) Although course requirements vary at different higher education institutions, it is likely that those receiving degrees in elementary education were required to take fewer math and science courses than those majoring in mathematics or science. Moreover, the mathematics and verbal SAT scores of college-bound seniors planning to major in education were significantly lower than the average scores of all students. (Click here for footnote 16.) (See text table 1-7.)

Data suggest that the science and mathematics preparation of some middle school teachers is not strong. Only about 40 percent of grade 7-8 science teachers received their bachelors degrees in science or science education, and fewer than 40 percent of grade 7-8 mathematics teachers received their degree in either mathematics or mathematics education.

Among secondary school teachers, the percentage who taught in the field in which they were trained varied by subject area. (See appendix table 1-27.) While fewer than 20 percent of earth science teachers held subject matter degrees in their discipline, about 60 percent of biology teachers did so. Fewer than 40 percent of chemistry, physics, and mathematics teachers held subject matter degrees in their respective disciplines.

Poor and non-Asian minority students are more likely than other students to be taught by teachers who majored in education only or in a subject different from the one they teach. (See text table 1-8.) Eighth grade white, Asian, and high socioeconomic status students were much more likely to be taught math by teachers who majored in mathematics or mathematics education than were blacks, Hispanics, or Native Americans. Additionally, the qualifications of secondary mathematics and science teachers may differ depending on the racial composition of a school. Students attending schools with a high percentage of minority students are less likely to be taught by mathematics and science teachers with a masters degree, bachelors degree, or certification in their assigned field. (See figure 1-13.)

Footnote 16:

Although these scores should be considered with caution, it is not surprising that many of the most well-prepared college-bound students aspire to other fields. The starting salaries for new teachers remain significantly lower than those offered in many other fields. (See chapter 3.)

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