Editor's Note: The Academy of Medicine, Engineering and Science of Texas -- made up of Texas' Nobel Laureates and National Academies members -- has proposed four practical, actionable recommendations for state leaders to adopt, putting Texas on the path to world-class math and science education for our children, and a prosperous future for our state. For more information, visit www.tamest.org/education.
American demand for scientists and engineers is expected to grow four times faster than all other professions over the next decade, according to the U.S. Bureau of Labor Statistics. Yet today, only 5 percent of U.S. college undergraduates earn degrees in science and engineering, whereas in China, 42 percent of students do. In Texas, we ranked 29th among the states in the number of scientists and engineers in our workforce, and first in the number of high-tech jobs lost between 2000 and 2005.
If Texas is to lead the next frontier -- an increasingly technologically advanced, global marketplace -- then we must produce a workforce prepared to compete, and that begins with world-class math and science education in our state's public schools.
Our first priority must be recruiting, retaining and rewarding teachers, who make the single biggest difference in academic achievement. Not only are highly qualified Texas science and math teachers in short supply today, but we're losing literally thousands each year. In 2007 alone, approximately 4,000 math and science teachers left Texas classrooms, costing our state an estimated $27 million to replace them.
We are proud to report that Texas A&M University leads the state in production of mathematics and science teachers for the past three years, as reported by the State Board for Educator Certification. Other programs such as UTeach at The University of Texas at Austin -- which is being introduced at UT Dallas, the University of Houston and the University of North Texas -- are also standing in the gap. We must adequately fund and provide incentives for other institutions to follow suit and make high quality teacher production in these high need fields a priority.
Texas A&M's Math and Science Scholars or MASS Program -- http://mass.tamu. edu -- partners with excellent educators in both the Bryan and College Station school districts to provide field-based opportunities for would-be teachers.
Through the generosity of the Sid Richardson Foundation, we are able to fund these excellent local educators in their efforts to mentor our students -- partnerships that help elevate both the overall educational experience and the income earned each year by a cohort of teachers we most certainly want to retain in our area schools.
Next, well-designed, effective curricula are necessary to pique and hold students' interest in science and math. Today, not quite 1 in 4 Texas high school graduates is ready for college-level science. Curricula must be relevant and rigorous enough to adequately prepare and inspire students for college. Industry/university partnerships such as the one between Southern Methodist University and Texas Instruments that produced The Infinity Project -- http://www.infinity-project.org -- are exemplary in this regard.
Next, well-designed, effective curricula are necessary to pique and hold students' interest in science and math. Today, not quite 1 in 4 Texas high school graduates is ready for college-level science. Curricula must be relevant and rigorous enough to adequately prepare and inspire students for college. Industry/university partnerships such as the one between Southern Methodist University and Texas Instruments that produced The Infinity Project -- http://www.infinity-project.org -- are exemplary in this regard.
Additionally, increasing the number of commended high school graduates must be a priority. Access to and successful completion of Advanced Placement courses has proven to be effective. Texas should continue its commitment to AP and to the utilization of incentive programs such as Advanced Placement Strategies -- http://www.apstrategies.org.
Third, accountability is key to improving Texas' public education. Our current accountability system is frustratingly complex, using 36 academic measures -- many of which don't align with state education goals -- to rank districts and schools.
A poor use of time for beleaguered school administrators, the current system also puts too much emphasis on minimum performance, rather than growth and improvement. Texas' accountability system should be adapted to recognize and reward schools whose students advance to magnet schools or earn commended status -- the state's most accurate measure of college-readiness.
Additionally, making educational information systems more transparent will help create a higher level of accountability and, ultimately, better-performing schools.
Creating a statewide council would not only demonstrate Texas' real commitment to bettering math and science education, but also help coordinate such efforts and produce measurable results.
Texas' public education system has helped develop many engineers, scientists and other technology professionals who today help lead highly successful companies here in Texas. Because these corporations -- Dow, DuPont, Shell, TI and others -- understand their future depends upon Texas' next generation of innovators, they consistently partner with nonprofit and public sectors to support effective science and math programs.
But for public-private collaborations to continue to make a difference, our public schools' math and science education must stay strong, too.
The issue is bigger than just business -- increasing engineering degrees alone by only 25 percent would add $6 billion to the Texas economy within 15 years.
Next month, Texas legislators will begin deliberating and determining our state's priorities for future funding and support. Our state's success in the next frontier -- global competition -- centers on world-class math and science education.
We urge Texas lawmakers to take this opportunity to raise the bar high in these critical areas. We must invest now, or later pay the price of being left behind.
* H. Joseph Newton is dean of the College of Science at Texas A&M University. Timothy P. Scott is associate dean for undergraduate programs in the College of Science.
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