Eric.ed.gov – The STEM Teacher Drought: Cracks and Disparities in California’s Math and Science Teacher Pipeline

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In today’s fast-moving and interconnected world, high school and college graduates must be able to think critically and generate creative solutions to address complex problems. With the world producing new knowledge at an exponential rate, we cannot anticipate what all these future challenges will be. Without a doubt, they will impact a society that is more diverse and complex than ever before. This is especially true in California, where the majority of the population is non-White and increasingly low income, and almost half of its residents speak a language other than English at home. Young people–particularly those who are Black, Latino, multilingual, or who grow up in under-resourced communities–must play a central role in addressing California’s social, economic, and environmental challenges. It is particularly urgent that California’s diverse students develop skills in science, technology, engineering, and math–or STEM. While STEM learning opportunities are abundant in some schools and districts, they are not available to far too many students. African American, Latino, and low-income students in California have less access to STEM learning opportunities and experience worse academic outcomes in STEM subjects as compared to their more advantaged peers. Despite these barriers, this report focuses on the one element considered the most foundational for ensuring quality STEM learning: teachers. Three critical questions guide this analysis: (1) Are districts, especially those serving concentrations of low-income students, able to meet their demand for math and science teachers?; (2) Are high school math and science teachers appropriately credentialed in STEM subject areas, particularly in the highest poverty districts?; and (3) Are teachers, particularly those in the highest need schools, prepared and supported to effectively teach the new, more rigorous math and science standards? This report addresses these questions and highlights the Central Coast Partnership for Teaching Excellence, as well as District Bright Spots in the following school districts: Sweetwater Union High School District; Coachella Valley Unified School District; and Hacienda-La Puente Unified School District. Recommendations are included for state leaders and for school districts and/or institutions of higher education. Contains a Technical Appendix of Data Sources, Calculations, and Methodology.

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Troels Gannerup Christensen

Jeg er ansat som lektor hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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