3 Claudia Goldin and Lawrence F. Katz (2008). The Race between Education and Technology, Harvard University Press; see especially chapter 3, “Skill-Biased Technological Change,” and chapter 8, “The Race between Education and Technology.”
4 Personal communication to the Commission, November 25, 2008.
5 National Research Council (2007). Taking Science to School: Learning and Teaching Science in Grades K-8.
6 National Research Council (2001). Adding It Up: Helping Children Learn Mathematics.
7 McKinsey & Company (2009). The Economic Impact of the Achievement Gap in America’s Schools.
8 Pew Internet and American Life Project (2009). Generations Online in 2009.
9 National Science Foundation Task Force on Cyberlearning (2008). Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation.
10 For the National Science Foundation Math and Science Partnership Network, see hub.mspnet.org.
11 National Center on Education and the Economy (2006). Tough Choices or Tough Times, Jossey-Bass, p. 8. National Research Council (2005). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, p. 2.
12 Vartan Gregorian (1997). Convocation address, Brown University.
13 Bureau of Labor Employment Projections: stats.bls.gov/emp/emptabapp.htm.
14 Richard Murnane and Frank Levy (2004). The New Division of Labor, Princeton University Press, chapter 3. Data presented by Andreas Schleicher of the Organization of Economic Cooperation and Development (OECD) on the results of its Programme for International Student Assessment (PISA) study of 2006.
15 Hal Salzman (2007). “Globalization Shifts in Human Capital and Innovation: Policy for Collaborative Advantage & Implications for Education.” Prepared for the Carnegie-IAS Commission on Mathematics and Science Education.
16 Presented at the Sutton Trust/Carnegie Corporation Summit on Social Mobility, June 2-3, 2008.
17 National Center for Education and the Economy (2006). p. 6.
18 OECD, Programme for International Student Assessment (PISA), 2006. Data presented by Andreas Schleicher, “Science Competencies for Tomorrow’s World: Seeing School Systems through the Prism of PISA,” January 25, 2008.
19 Paul E. Lingenfelter, “More Student Success: A Systemic Solution,” presented at the Carnegie Corporation-University of Minnesota Roundtable, January 9, 2009.
20 President Barack Obama, Address to Joint Session of Congress, February 24th, 2009.
21 The survey and focus groups were conducted by Widmeyer Research and Polling. The survey consisted of a 20-minute interview of 977 students (8th to 10th grade) and their parents, for a total of 1,954 interviews. The sample included oversamples of African-American households (185 pairs, or 370 total) and Latino households (140 pairs, or 280 total). The weighted N size—accounting for oversamples—is 904 pairs (1,808 total). The survey was fielded from October 22 to November 4, 2008. Ten focus groups were conducted in Denver and Nashville, with participants recruited from the urban school district and surrounding suburban/exurban districts. The Denver research included two paired urban groups (non-Latino students and their parents), two paired suburban/exurban groups (students and their parents), and one group of urban Latino students. The Nashville research included two paired urban groups (non-African-American students and their parents), two paired suburban/exurban groups (students and their parents), and one group of urban African-American students. For more information on study methods and complete findings, see Widmeyer Research and Polling (April 2009). Attitudes toward Math and Science Education among American Students and Parents, prepared for the Carnegie-IAS Commission on Mathematics and Science Education. opportunityequation.org/go/widmeyer.
22 Carol S. Dweck (2008). “Mindsets and Math/Science Achievement.” Prepared for the Carnegie-IAS Commission on Mathematics and Science Education. Dweck demonstrates that student performance is influenced positively by students’ belief that they have the capacity to learn science or math, and that teachers can support that mindset through instructional practice. opportunityequation.org/go/dweck.
23 American Museum of Natural History (May 2009). “Emboldened Capacity: Science Education and the Infrastructure of Science-Rich Cultural Institutions.” Prepared for the Carnegie-IAS Commission on Mathematics and Science Education. opportunityequation.org/go/amnh.
24 Information on the New Tech High School model is available at Newtechhigh.org; cell.uindy.edu/NTHS/index.php.
25 For descriptions of Seeds of Science/Roots of Reading and Concept-oriented Reading Instruction, including curricular materials, videos, and research reports, see seedsofscience.org. For information on CORI, see cori.umd.edu.
26 Duke’s Engineering K-PhD Program is described at k-phd.duke.edu.
27 For information on YES, see Youthexploringscience.com.
28 Edumetrics (2007). Summative Assessment of Kinetic City Omega/Sigma Afterschool; see kcmtv.com/about.htm.
29 Agile Mind is a commercial partner of the Charles A. Dana Center at the University of Texas at Austin; see utdanacenter.org. Uri Treisman, founder and director of the Charles A. Dana Center, is a member of the Commission on Mathematics and Science Education.
30 TeachScape is a commercial teacher development program, cofounded in 1999 by Roy Pea, director of the Stanford Center for Innovations in Learning; see teachscape.com.
31 Wireless Generation, Inc., was cofounded by Commission member Larry Berger; see wgen.net.
32 Commission member and science educator Katherine Ward is a member of the faculty of the Exploratorium’s summer teacher education institute.
33 For the Meyerhoff Scholars Program, see umbc.edu/Meyerhoff/.
34 To learn more about RPI’s progressive dialogue on STEM education see rpi.edu
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