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)
Assessment Materials Development
|Teacher & Student
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
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
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
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.