STEM Crisis: The Need for a New "Sputnik".

Courtesy of USA Today

While the science curriculum was beginning to get an overhaul after the US victories in World War II, the focus on science education in public schools was again on American minds during the Cold War against the former Soviet Union, especially during "The Space Race". On October 4, 1957, the Soviets took a first lead in the race by successfully launching the first artificial satellite, Sputnik 1, into space. Fueled by fear and pride, Americans didn't take that news well. In fact, according to a USA Today article and TheSpaceRace.com timeline, three critical events occurred that affect math and science education during that time:

1. Prior to Sputnik, Americans were against federal intrusion in education; afterward, more educators start pushing for more federal funding in science and math education, beginning with the National Defense Education Act of 1958, an federal investment of $1 billion in scientific research and science education.
2. During Eisenhower's (R) administration, NASA was formed in 1958.
3. In 1961, shortly after his inauguration, in which the Soviets achieved another first in space when cosmonaut Yuri Gagarin became the first man launched in space, President J. Kennedy (D) challenged the nation to go to the moon by the end of the decade.

Although the Americans eventually won the Space Race when astronauts Neil Armstrong and Buzz Alders landed on the moon in 1969, the impact of these events on science and math education strengthened our education standings and contributed to the US in become a superpower.

So what happen since then?

While the federal intrusion in education has never ceased, especially with the passages of the Civil Right Acts of 1964 and the Elementary and Secondary Education Act (ESEA) of 1965, which later morphed into the current NCLB of 2001, other critical events occurred that changed the public perception of American education:

• 1983: A Nation at Risk, a national report calling for immediate reform in public schools and teaching quality, was released. Also, global internet was created
• 1991: The Cold War end and the Soviet Union became the Republic of Russia. Also, the first charter school law was passed in Minnesota.
• 1994-95: The Internet/World Wide Web became publicly accessible.
• 1995: The Trends in International Mathematics and Science Study (TIMSS) was first conducted. Since then, other TIMSS studies were released in 1999, 2003, and 2007. According to the most recent TIMSS findings, 6-10% of math students and 10-15% of science students in the US scored at or above the advanced international benchmarks in math and science, respectively.
• 1998: Proposition 227 passed in California, requiring instruction in public schools be delivered in English
• 1999: The school shooting spree at Columbine High School in Colorado became the worse school shooting event in national history
• 2001: September 11 terrorist attacks on American soil occurred in New York, Washington DC, and Pennsylvania
• 2002: NCLB was signed into law By President GW Bush (R), calling for school accountability, standard-based education reform, and school choice for parents; it is currently under reauthorization. Also, in the landmark US Supreme Court case of Zelman vs. Simmons-Harris, the highest court rule that some school vouchers programs were not in violation of the US Constitution.
• 2008: Illinois Senator Barack Obama (D) won his historical election as the 44th US President
• 2009: The American Reinvestment and Recovery Act was passed. It include extensive federal funding in education and RTTT.

A few days ago, President Obama, with his advisory council consisting of the best scientists and engineers in the country, released a comprehensive report, Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future, detailing recommendations for federal role in this area; they include the following:

• Recruit and train 100,000 great STEM teachers over the next decade who are able to prepare and inspire students
• Recognize and reward the top 5 percent of the Nation’s STEM teachers, by creating a STEM master teachers corps
• Create 1,000 new STEM-focused schools over the next decade
• Use technology to drive innovation, in part by creating an advanced research projects agency—modeled on the famously innovative Defense Advanced Research Projects Agency (DARPA)—for education
• Create opportunities for inspiration through individual and group experiences outside the classroom
• Support the current state-led movement for shared standards in math and science

As a science teacher, I love these recommendations presented. However, I am a realist as well; to me, this is nothing more than a wish list, especially during these bad economic times. Nevertheless, the list can help mold a vision shared among the village. I will forever preach for involvement and collaboration of the village. Until that happen, all of these genius minds coming together will have been done in vain.

Two things that struck me most about this initiative is the focus on student apathy in STEM courses and the passion of the STEM teacher. When I first started teaching, I was passionate about my content area; over the years, the passion faded away. I can contribute that to six factors:

1. Job politics, state and federal legislation, and budget cuts
2. Classrooms with inadequate science equipment and lab space
3. Insufficient administrative support and opportunities for professional development in science teaching
4. Lack of parental involvement
5. More competition and less collaboration among science teachers
6. Lack of self-efficacy in teaching due to the influences of the other listed factors

While I believe teachers educate students, they also can inspire them as well. But we teachers need to be encouraged and supported by our superiors. I was inspired by my Chemistry teacher, Mr. McReynolds, in high school. However, he had the classroom latitude and administrative support to do his magic on me and some of my other classmates. I can imagined how significant that was for him...I am always thankful of the magic. I wish I could have imparted the same magic with many of my students. These are truly the signs of the times. Much has changed in public education and in society in general. Hence, the problems with student apathy, especially in STEM courses are real. In fact, in an earlier blog, Dr. Trotter from MACE believes student motivation is more influenced by culture and society, without proper motivation by the village, the student will refuse to learn, regardless who the teacher is. I wholeheartedly agree.

Finally, in the USA Today article, renowned education historian Diane Ravitch predicted globalization and global warming may become the new "Sputnik". I beg to differ. While they may instill fear (and corruption) in America, it is not a big enough blow to our pride...at least, not yet.