National Math and Science Initiative

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• National Math and Science Initiative
• www.nationalmathandscience.org

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EXECUTIVE SUMMARY

• The United States is experiencing an erosion of
  our scientific and technological leadership
• The National Math and Science Initiative (NMSI)
  is addressing this challenge by scaling up
  programs endorsed in The Gathering Storm and
  proven to have a positive impact on math and
  science education
• NMSI aims to create and institutionalize
  long-lasting change in education and emphasizes
  sustainability and accountability in our program
  administration
• There has been a strong response to the creation
  of NMSI from foundations, from the influential
  leaders whove joined our board, and from our
  grant applicants
• An opportunity remains to do more

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THE REST OF THE WORLD IS CATCHING UP TO U.S.
The current state of U.S. education . . .
. . . when compared to other countries globally .
. .
. . . helps explain our recent drop in
competitiveness
Fewer than 33 of U.S. 4th grade and 8th grade
students performed at or above a level called
proficient in math... American youth spend
more time watching television than in
school... There were almost twice as many U.S.
physics bachelors degrees awarded as in 1956,
the last graduating class before Sputnik, than in
2004...


of Undergrad Degrees in Natural Sciences or
Engineering, 2004
Technical Employment Survey Results(1)
of respondents anticipating change in employment

• Over 200 industrial companies asked If you
  anticipate an increase (decrease) in technical
  employment what is the location(s)?
• Source The National Academies, Rising Above the
  Gathering Storm, 2006 Duke Master of Engineering
  Management Program Jerry G. Thursby and Marie C.
  Thursby, Here or There? A Survey on the Factors
  in Multinational RD Location and IP Protection,
  2006

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RISING ABOVE THE GATHERING STORM PROVIDES
TANGIBLE RECOMMENDATIONS TO ADDRESS THE GROWING
CRISIS

• A committee of 20 national leaders provided
  recommendations in the Rising Above The Gathering
  Storm report
• Their highest priority goal Dramatically improve
  K-12 math and science education nationally
• To do this, they recommended actions to
• Produce more, and more effective, math and
  science teachers
• Strengthen the skills of existing teachers
  through training
• Enlarge the pipeline of students with the desire
  and preparation to pursue science, technology,
  engineering, and mathematics at the undergraduate
  level and beyond

Source Rising Above the Gathering Storm
Energizing and Employing America for a Brighter
Economic Future
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THE NATIONAL MATH AND SCIENCE INITIATIVE WAS
CREATED TO ADDRESS THIS CRISIS AT SCALE
NMSI Mission
Improve math and science education to prepare
more students to enter college earn degrees and
be ready for careers, particularly in STEM
fields Create a non-profit capable of scaling
successful math and science programs to address
the magnitude of the current situation
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THE NMSI APPROACH BRINGS BEST PRACTICES IN
MANAGEMENT TO THE EDUCATION SECTOR
NMSI Approach is our commitment to donors

• Set big, clear goals that address a significant
  and well-defined issue
• Do what worksscale programs with proven results
  
• Run a competitive and robust process for
  selecting grantees
• Operate as a strategic holding companymonitor
  implementation and provide ongoing support
• Ensure long-term sustainabilityrequire both an
  increasing financial match and increasing scale
  over the course of the grant period
• Measure results using clear and objective
  criteria
• Provide donors with opportunities for
  participation and recognition

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WE ARE BEGINNING BY SCALING UP TWO PROGRAMS
ENDORSED BY THE GATHERING STORM
Advanced Placement Training and Incentive Program
UTeach
Goal
Goal
More students taking and passing AP math,
science, and English exams
Recruit and prepare talented undergraduates for a
first choice career as an effective secondary
math or science teacher
Hallmarks
Hallmarks

• Rigorous formal and informal training for
  teachers
• More time on task for students
• Financial incentives based on results
• Lead teachers
• High standards with measurement and
  accountability

• A four-year degree plan
• Content requirements equal to at least a major
  in math or science
• Pedagogy courses taught in the context of math
  and science
• Early and intensive field experiences
• Support provided by master and mentor teachers

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AP STRATEGIES HAS GREATLY INCREASED THE NUMBER OF
AP PASSING SCORES IN THE SCHOOLS IT SERVES
Growth in of tests passed over 5 years
APS Schools
Rest of TX Schools
Note Passing is a score of 3 or higher on the
exam. Source College Board APS internal
historical data BCG assumptions and analysis
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AP PASSING SCORES CONTINUE TO IMPROVE AT THE
ORIGINAL 10 DALLAS SCHOOLSInvestment in these
schools has tapered off yet success continues to
build
No. of passing scores (3 or gt) on math, science,
and English AP exams
Student overview 65 on free and reduced price
lunch 88 African-American and Hispanic
Almost 10x increase
1st year of program
Passing is a score of 3 or higher on the exam.,
which is scored on a 1-5 scale Student
population includes 11th and 12th
graders. Source The College Board (2006 results
as reported 08/11/2006)
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MINORITY PASSING SCORES INCREASED EVEN MORE AT
THESE ORIGINAL 10 SCHOOLS
Number ofminoritypassing scores (3 or gt) on
math, science, and English AP exams
Student overview 65 on free and reduced
price lunch 88 African-American and Hispanic
More than 20x increase
1st year of program
Minority is African-American or Hispanic
Passing is a score of 3 or higher on the exam,
which is scored on a 1-5 scale. Student
population includes 11th and 12th
graders. Source The College Board (2006 results
as reported 08/11/2006)
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THE AP PASSING SCORES OF MINORITIES IN THE
ORIGINAL 10 SCHOOLS NOW FAR EXCEED THE NATIONAL
AVERAGE
Number ofminoritypassing scores per 1000
minority students enrolled
Minority is African-American or Hispanic
Passing is a score of 3 or higher on the exam,
which is scored on a 1-5 scale. Student
population includes 11th and 12th
graders. Source The College Board, DISD, Texas
Education Agency, U.S. Department of Education
(2007 for US and Texas is estimated)
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U.S. AP STUDENTS OUTPERFORM THEIR INTERNATIONAL
COUNTERPARTS
Advanced Mathematics
Physics
Country
Average achievement
Country
Average achievement

• U.S. AP Calculus students scoring 3
• U.S. AP Calculus students
• France
• Russian Federation
• Switzerland
• Australia
• Cyprus
• Lithuania
• Greece
• Sweden
• Canada
• International average
• Italy
• Czech Republic
• Germany
• United States
• Austria

596 573 557 542 533 525 518 516 513 512 509 501 47
4 469 465 442 436

• Norway
• U.S. AP Physics students scoring 3
• Sweden
• Russian Federation
• U.S. AP Physics students
• Germany
• Australia
• International average
• Cyprus
• Latvia
• Switzerland
• Greece
• Canada
• France
• Czech Republic
• Austria
• United States

581 577 573 545 529 522 518 501 494 488 488 486 48
5 466 451 435 423
Note Country data from 1995 TIMSS, AP student
data from 2000 administration of 1995
TIMSS Source Eugenio J. Gonzalez, Kathleen M.
OConnor, Julie A. Miles How Well Do Advanced
Placement Students Perform on the TIMSS Advanced
Mathematics and Physics Tests? The
International Study Center, Lynch School of
Education, Boston College, June 2001
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COLLEGE GRADUATION RATES ARE MUCH HIGHER FOR
THOSE WHO PASS AT LEAST ONE AP EXAM
AFRICAN-AMERICAN
HISPANIC
ANGLO
receiving B.A. degree within 6 years of high
school graduation based on group of students
graduating in 1998, and enrolling in a Texas
Public College or University (67,863 students).
Based on AP Exams in core academic subjects
of English, Math, Science, and Social Studies
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UTEACH INCREASES THE QUANTITY AND QUALITY OF
THOSE ENTERING MATH AND SCIENCE TEACHING

• UTeach certifies over 70 students per year to be
  math, science, or computer science secondary
  teachersmore than double those certified prior
  to the program
• 85 of UTeach graduates earn math or science
  majors, and all have at least 24 hours of math or
  science courses
• 90 of those certified go on to teach
  immediately, and all of those teach the hard to
  staff subjects of math, science, or computer
  science
• 80 are still in teaching four years after
  entering, compared with 60 nationally
• About 2/3 of UTeach graduates teach in major
  Texas cities, and about half teach in schools
  where more than 40 of students receive free or
  reduced price lunch

Source UTeach data Texas Education Agency
Baccalaureate and Beyond Ingersoll
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PROGRAMS ARE DESIGNED TO BUILD PARTNERSHIPS FOR
SUSTAINABILITY BEYOND THE GRANT PERIOD
AP Costs per Program
Funding principles

• Averaged over the entire grant period, about half
  of funds are from NMSI
• The level of outside funds are the minimums that
  grantees are expected to contribute
• Outside funds will be a mix of private and public
  money and will vary by state or institution
• Continuance of awards and amount of NMSI support
  will be contingent upon level of success in
  implementing the program (including the ability
  to raise funds)
• NMSI expects programs to continue after the end
  of the grant period (and the funding structure
  was designed to accomplish this)

UTeach Costs per program
2.0M
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NMSI WILL REGULARLY MONITOR GRANTEES IMPACT
AP Training and Incentive Program
UTeach

• Students
• Number of students taking AP MSE (Math, Science,
  and English) exams
• Number of students passing AP MSE exams
• Schools
• Number of AP MSE exams taken
• Number of AP MSE exams passed
• Number of AP MSE exams passed / 1000 juniors and
  seniors
• States
• Number of AP MSE exams taken
• Number of AP MSE exams passed
• Long-term
• Students enrolling in college
• Students graduating from college
• Time to graduation from college
• Overall and for minority students

• Near-term
• Undergrad students enrolled in program, by stage
  (e.g., STEP 1, STEP 2, student teaching)
• Strength of academic background of those
  enrolling in UTeach
• Undergrad students graduating with secondary math
  and science teaching certifications
• Time to certification
• Long-term
• Retention to teaching of UTeach graduates
• Type of teaching assignment ( teaching in
  underserved schools)
• Number / percentage of math and science classes
  without qualified teachers in the state
• Impact of UTeach certified teachers on their
  students achievement
• Overall and disaggregated
• By teaching subject, by campus, by undergrad
  student (e.g., GPA, SAT), and student
  characteristics

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.AND WILL ALSO REMAIN FOCUSED ON OUR LONG-TERM
GOALS
AP Training Incent.
UTeach
NMSI

• Defined approach for efficiently scaling proven,
  high impact programs and org. built to do so
• Helped sustain and build national conversation
  about competitiveness
• Expertise developed to identify and mobilize
  local program capacity
• National voice for math and science education

• Standardized program to facilitate scaling
• Rollout begun for 7 states selected from pool of
  28 applicants
• Advanced Placement courses become the standard
  for high school course taking

• Standardized program to facilitate scaling
• Next generation of teachers enrolled at 13 UTeach
  campuses across the U.S. from pool of 52
  applicant institutions
• The hallmarks of the UTeach program become the
  standard for math and science teacher preparation

NMSI has made substantial progress in its first
year . . .
. . . and built a strong foundation for major
impact in future years
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WE ARE CURRENTLY PURSUING TWO AVENUES TO HEIGHTEN
THE NATIONAL DIALOGUE
NMSI as national convener
With the National Science Foundation, NMSI is
working to build collaboration among those
working in math and science education Participan
ts include representatives from Federal
agencies such as the U.S. Department of Education
Private foundations such as the Bill and
Melinda Gates Foundation and the Michael and
Susan Dell Foundation Corporate foundations
such as the Texas Instruments Foundation and
the Intel Foundation National organizations
such as the National Council of Teachers of
Mathematics, the National Science Teachers
Association, and the National Governors
Association NMSI is working with the National
Academies to host A Rising Above the Gathering
Storm convocation in April 2008 in Washington, DC
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NMSI HAS ASSEMBLED A STRONG BOARD OF NATIONAL
STATURE AND DEEP EXPERIENCE
Tom Luce, NMSI CEO Bruce Alberts, Former
President of the National Academy of
Sciences Norm Augustine, Former Chairman and CEO,
Lockheed Gov. Gaston Caperton, President, College
Board Edward Copley, President and CEO, ODonnell
Foundation Steven Chu, Director, Lawrence
Berkeley National Laboratory, and Nobel
Laureate Roger Enrico, Former Chairman and CEO,
Pepsi Peter Flawn, President Emeritus, University
of Texas Nancy Grasmick, Superintendent, Maryland
Department of Education Bernard Harris, President
and CEO, Vesalius Ventures, former
Astronaut Susan Hockfield, President,
Massachusetts Institute of Technology Diana
Natalicio, President, UT-El Paso Peter ODonnell,
Chairman, ODonnell Foundation Arthur Ryan,
Chairman and CEO, Prudential Financial Beverly
Tatum, President, Spelman College Roy Vagelos,
Former Chairman and CEO, Merck Charles Vest,
President Emeritus, Massachusetts Institute of
Technology
Board of Directors
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INTEREST FROM APPLICANTS HAS BEEN VERY HIGH
UTeach
AP Training and Incentive Program
Non-profits in 28 states submitted preliminary
proposals
52 universities submitted preliminary proposals
Non-profits in 21 states were invited to submit
full proposals
29 universities were invited to submit full
proposals
Non-profits in 15 states received site visits for
final consideration
26 universities received phone interviews for
final consideration
Non-profits in 7 states are grantees
13 universities in 9 states are grantees
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OUR 7 AP AND 13 UTEACH GRANTEES ARE IN 15 STATES
AK
WA
ME
ND
MT
OR
MN
VT
NH
ID
WI
MA
NY
SD
MI
CT
WY
RI
PA
IA
NJ
NE
NV
OH
DE
UT
IN
IL
CA
WV
MD
CO
VA
KS
DC
MO
KY
NC
TN
OK
AZ
AR
SC
NM
GA
AL
MS
TX
LA
FL
HI
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THE 7 AP AND 13 UTEACH GRANTEES
AP Training and Incentive Program
UTeach

• Alabama
• A College Ready
• Arkansas
• Arkansas Advanced Initiative for Math and Science
• Connecticut
• Project Opening Doors
• Kentucky
• Kentucky Science and Technology Corporation
• Massachusetts
• Mass Insight Education
• Virginia
• Virginia Advanced Studies Strategies
• Washington

• Arizona
• Northern Arizona University
• California
• California, University of at Berkeley
• California, University of at Irvine
• Colorado
• Colorado, University of at Boulder
• Florida
• Florida State University
• Florida, University of
• Kansas
• Kansas, University of
• Kentucky
• Western Kentucky University
• Louisiana
• Louisiana State University
• Pennsylvania
• Temple University
• Texas

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THE GRANT ANNOUNCEMENTS GARNERED MUCH ATTENTION
FROM OFFICIALS AND MEDIA
UTeach
AP Training and Incentive Program

• Each of the seven grants was announced with a
  press event in late August or early September
• 6 of the 7 governors and 5 of 7 chief state
  school officers attended
• More than 100 print articles were written about
  the announcements

• The grants were announced throughout November and
  early December
• Announcements included Secretary Spellings at the
  University of Houston, Gov. Perry at the
  University of Texas at Dallas, Gov. Sebelius at
  the University of Kansas, Gov. Napolitano at
  Northern Arizona University, as well as a host of
  college presidents, chancellors, and deans
• More than 75 print articles were written about
  the announcements

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THE GRANTEES ARE OFF TO A STRONG START
AP Training and Incentive Program
UTeach

• The seven organizations have already received
  funding commitments of more than 5.4M
• We have convened the 7 presidents twice
• A kickoff meeting in Dallas in September to build
  community and explain the process for selecting
  schools
• A meeting at the College Boards fall conference
  in New York to share new tools developed by NMSI
  and share progress
• In October, we launched an online performance
  management system to monitor progress and share
  information
• To select the first cohort of schools, each
  grantee ran an RFP process and is currently
  conducting, with NMSI support, in-school
  assessments

• The Helios Foundation has already committed 3
  million in matching grants to three of our
  grantees
• The co-directors convened in Jan 2008
• A kickoff meeting for the co-directors was held
  January 11 in Austin
• The master teachers will be convened in the
  spring
• This March, an online performance management
  system will be launched to monitor progress
• Over the spring of 2008, curriculum materials for
  the first three courses will be released

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ADDITIONAL FUNDING WILL ALLOW NMSI TO EXPAND ITS
IMPACT

• There is both demand and sufficient readiness to
  fund another round of grantees for our current
  programs in 2008. Subject to additional funding,
  we believe we have the capacity to create success
  for our current grantees while bringing
  additional grantees on board.
• We are currently in the process of evaluating
  opportunities to scale additional programs and
  welcome your thoughts about programs to consider.
• For additional information about our work or
  opportunities to participate with NMSI in scaling
  up successful programs, please dont hesitate to
  contact us at info_at_nationalmathandscience.org