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Journal of Science Education and Technology, Vol. 14, No. 2, June 2005 (>2005)
DOI: 10.1007/sl0956-005-4419-l
157
1059-0145/05/0600-0157/0 2005 Springer Science-!-Business Media, Inc.
158
Harrisand Miller
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Harrisand Miller
of being first in the world in mathematicsand science education.Although, as pointed out by Ravitch
(2003, p. 8), the straight line drawn in A Nation
at Risk between the quality of the schools and the
health of the economy may be shaky,the two are interrelated.The U.S. Commissionon National Security/21st Centurywas as unequivocalas A Nation at
Riskin makingthis connection.
The next section examinesselected indicatorsof
the status of engineering,mathematicsand science
educationin the worldcommunity.
IS THE UNITED STATES LOSINGITS
COMPETITIVEEDGE?
This section opens with an overviewof the shifts
occurringin the world market place and the concomitantchanges in science and engineering(S&E)
demandand supply.To establishsome baselinedata,
we examine the numberof first universityS&E degrees and doctoraldegrees awardedin Asia, Europe,
and North America in 2000. We then examine additionalindicators:the numberof foreign-bornS&E
workersin the United States;foreign investmentin
S&E education and R&D investments;U.S.-based
authored publicationsand patent data; and, in the
fourth section, the number of bachelor, master
and doctoral degrees awarded in mathematicsand
science, as well as engineeringand the information
sciences, by American colleges/universities from
1970to 2001.
Position of the United States in S&E
FollowingWorld War II, a rare combinationof
the factors of production- land, labor, capital, and
- aided and abetted by a cooperative
entrepreneurs
government, a little "Yankee ingenuity" and an
unequallededucationalsystem- enabledthe United
States to emerge as the world's most powerful
nation, both militarily and economically. Foreign
studentsflocked to U.S. colleges and universitiesto
learn the secrets of America's success. Control of
the factors of production by a nation-state in the
time of Adam Smithwas believed to be fixed,but in
the informationage and global economy they were
fluidand capableof being moved quicklyto another
nation. Over the next four decades, fewer and
fewer "Made in America" productswere available
to U.S. consumers as American industries either
moved overseas or outsourcedthe manufacturingof
their products.Asian and European nations began
161
162
2002
2900
2304
1996 1997
Mathematics
Science
1998
mathematics,the socioeconomic level and ethnicity of the students served by the school were related to the qualificationsof the teachers (Fuller,
2002b).
Large percentagesof Texas teachers leave the
professionannually.Table I shows the numbersof
teachersof mathematicsand science who quit each
yearsince 1996.In 2002,the numbersof mathematics
and scienceteacherswho left constituted25% of the
state'steachingforce in these disciplines.
Numbersand Qualityof EnteringTeachers
From 1993 to 2002, the numberof high school
mathematicsand science teachers prepared annuallyby Texaseducatorpreparationprogramsdid not
increase. Approximately600 mathematicsand 350
science teacherswere preparedeach year. In 2000,
the numbersof science teacherprogramcompleters
startedto decline(Fuller,2002c).However,completing a teachereducationprogramis only one way to
becomecertifiedin Texas.Alreadycertifiedteachers
maypasstestsin new contentareas,andteacherspreparedin otherstatesmaybe recruited.TableII shows
the numbers of teachers of mathematicsand science initiallycertifiedin Texas by all means in 1995,
1999,and 2002.These numbersdo not approachthe
numbersof teachersexiting the professionin these
fields.
In 2003, the work of alternative certification
programs,which include school districts, regional
Table II. Numbers of Texas Teachers Initially Certified by Field
in Science and Mathematics in 1995, 1999 and 2002
Biology
Chemistry
Mathematics
Physics
Physical science
Science composite
1995
1999
2002
513
61
1611
24
65
169
604
61
1606
21
41
222
631
87
1663
23
53
304
163
164
Biology
Chemistry
Geoscience
Generalscience
Mathematics
Physics
University Districts
23
385
4
91
2
41
0
47
11
318
0
35
Out of
State
Total
262
110
35
0
299
72
670
205
78
47
628
107
165
Men
Mathematics
1970
27,442
1990
15,176
2001
11,674
Chemistry
1970
11,617
1990
8,289
2001
9,822
Masterdegrees
Doctoraldegrees
Women
Total
Men
Women
Total
Men
Women
17,177
8,236
6,107
10,265
6,940
5,567
5,636
4,146
3,373
3,966
2,568
1,962
1,670
1,578
1,411
1,236
966
1,024
1,140
794
729
96
172
295
9,501
4,965
5,047
2,116
3,324
4,775
2,146
1,711
2,009
1,666
1,038
1,184
480
673
825
2,238
2,100
1,980
2,056
1,597
1,349
182
503
628
329
5,333
5,004
679
4,193
3,514
724
3,362
2,638
sciences/life
sciences
Biological
1970
35,743 25,333
10,410
1990
39,530 19,412
20,118
2001
60,553 24,549
36,004
2,205
1,819
1,244
2,047
1,523
1,000
158
296
244
1,544
1,265
1,204
1,507
1,135
1,040
37
130
163
5,728
4,765
6,344
3,805
2,302
2,689
1,923
2,463
3,655
3,645
4,093
4,600
3,050
2,577
2,572
595
1,516
2,028
15,597 15,428
23,995 20,726
26,523 20,895
169
3,269
5,628
3,446
4,894
5,501
3,430
4,479
4,565
16
415
927
1,588
9,324
16,038
164
2,761
5,432
128
676
768
125
584
632
3
92
136
Physics
1970
1990
2001
Engineering
1970
337
44,770 44,433
1990
64,705 54,732
9,973
2001
59,258 47,344
11,914
sciences
Computersciences/information
1970
324
2,388
2,064
1990
25,083 17,726
7,357
2001
41,954 30,347
11,607
1,424
6,563
10,606
Source:NSF,SRS (2004a).
166
TableV. Degrees Awardedby Racial/EthnicGroupin 1999-2000
Total
White
Mathematics
Bachelor
8,657
11,674
Master
3,373
1,676
494
Doctoral
1,106
science
and
science
technology
Physical
Bachelor
18,385
14,213
Master
4,841
2,983
Doctoral
4,018
2,172
sciences/life
sciences
Biological
Bachelor
45,281
63,532
Master
6,198
4,336
Doctoral
2,915
4,867
Engineering
Bachelor
58,427
40,148
Master
25,596
11,705
Doctoral
5,384
2,061
sciences
Computersciences/information
Bachelor
36,195
22,234
Master
14,264
4,658
777
310
Doctoral
Black
Hispanic
Asian/Pacific
Islander
874
128
17
673
77
12
983
227
75
54
10
2
433
1,255
506
1,189
132
73
654
95
75
1,631
276
217
115
19
15
583
1,336
1,466
4,878
232
109
3,328
250
145
8,284
615
439
391
27
8
1,370
738
1,251
3,161
700
97
3,194
770
91
7,059
2,530
402
336
68
5
4,529
9,823
2,728
3,541
590
17
1,836
263
14
5,521
2,172
61
174
29
0
2,869
6,552
375
Indian
NR Alien
Over the past three decades the gap by gender of mathematics degree recipients is closing
at all three levels (Table IV). Secondary school
test scores corroboratethis finding.Table V shows
the huge gap that exists between White students
and Black/Hispanic students earning degrees in
mathematicsat each of the levels. The paucity of
Black/Hispanicstudents earning degrees in mathematics explains,in part, why institutionsare unable
to hire minoritymathematicsfaculty.
Chemistry
As Table IV shows, American colleges/
universitiesawardedfewer degrees in chemistryin
2001 than in 1970; more than 15% fewer bachelor degrees, 6% fewer master degree, and 11.5%
fewer doctoral degrees. However, the decline in
the numberof chemistrydegrees was not nearly as
precipitousin the same time period as occurredin
mathematics.Nonetheless, competing in a global
economy and building a world-class educational
system requires large numbers of chemists at all
degree levels.
Improvementis noted in the numberof women
attractedto the field of chemistry.At the bachelor
degree level, in 1970, only 18% of the degrees were
awarded to women, but in 2001, women received
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168
The United States conferred fewer bachelor, master and doctoral degrees in mathematics,
chemistryand physics in 2001 than it did in 1970.
On the other hand, in the same time frame, more
degrees, at all levels, were awarded by American
universitiesin biological sciences/lifesciences, computer sciences/informationsciences and engineering.
However, if the United States is to remain competitive with Asia and Europe in S&E, new ways
must be found to encourage and support students
and programsin mathematics,chemistryand physics
in schools and universities.It is hard to understand
how the United States can sustain its dominance
in militaryand economic securitywithout first-class
S&E programs,especiallywhen nations in Asia and
Europe have given high priorityto these programs,
and are now out-producingus in S&E personnel.
Moreover,currentdemand and supply of S&E personnel may be masked by outsourcing.States and
universitieslack the resources necessary to bolster
their mathematicsand science programs.The sine
qua non of nationalsecurityand the economy in the
21st centuryis S&E education.
Almost all persons with degrees in S&E disciplinesseek employmentin business/industry,andfew
The major message in the NSF 2004 S&E Indicators (NSB, 2004b) is summarizedin the report
(p. 1-2).
If the trends identified in Indicators 2004 continue
undeterred, three things will happen. The number
of jobs in the U.S. economy that require science and
engineering training will grow, the number of U.S.
citizens prepared for those jobs will, at best, be level;
and the availability of people from other countries
who have science and engineering training will
decline, either because of limits to entry imposed
by the U.S. national security restrictions or because
of intense global competition for people with these
skills.
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170
171