ByMichelle LandauWilliam RipleyMarva Martin

Edward L. Ruff, Jr.Shamoria Payne

MTE501University of Phoenix

02/14/09

Severe shortages of math and science teachers were rampant in the 1990s and continue today (Darling-Hammond, 2007)• In fact as early as the 1950s, U.S. school districts have

seen a trend in a shortage of math and science teachers.• Schools are not able to keep up with growing demands

for math and science classrooms.• Some colleges are working on programs to inspire more

students to become math and science teachers (NSTA Express, 2008)

Shortage of Math and Science Teachers has become a trend.• Trend is prevalent in predominately minority schools

(Darling-Hammond, 2007).• Universities are seeing less students graduate to teach in

the math and science classrooms. The shortage of math and science

teachers has created a nation of math-phobic citizens (Darling-Hammond, 2007).• Students fear math and science and therefore less

students enter these areas of study.

• Better career opportunities for women (Merseth, 1983).

• Better career opportunities for those with math and technical degrees (Merseth, 1983).

• A decline in teacher education secondary degrees in math and science (Merseth, 1983).

• The teaching profession has attracted the least qualified individuals, thus causing the profession to loose its attractiveness (Merseth, 1983).

• Society has lost respect for the profession of teaching (Merseth, 1983).

• Retirement of an older teaching force, more strain on Math and Science, due to fewer replacements (Kent State University, 2006).

• Low salaries, leading to teachers seeking to pursue better paying jobs and other careers (Kent State University, 2006).

• Increasing student enrollment, student discipline problems, along with job dissatisfaction (Kent State University, 2006).

• Lack of teacher support from school administration and lack of input into school decision making (Kent State University, 2006).

The lack of qualified teachers in the fields of mathematics and science seriously impacted the instruction that students received.

Higher turnover rates among teachers

Lower test scores of students which effects funding which effects the future potential of students

Drop out rates becomes higher because students lack the proper knowledge.

( School Effectiveness & School Improvement; Sept.,2007)

Students who have teachers with proper certification learn better in which students retain more.

More Federal funding received by schools

Lower Drop out rate

More qualified candidates are attracted to schools (International Journal of Learning, 2008)

The quality of teacher preparation is increased through…• Math & Science Partnerships (Darling-Hammond, 2007).

• Required subject certification, as it increases student test scores and increases teacher satisfaction (Tyler & Vitanova, 2008).

• Restructure of college math into teachable math (as in done in China) (Darling-Hammond, 2007).

The number of teachers entering these disciplines increases through …• Federal Service Scholarships & Grants (Darling-Hammond, 2007) • Private industry grants.

We improve retention programs by …• Better teacher induction programs (Long, 2007)

Learning teams, professional development, improving student discipline

We build upon successful models like…• University of Toledo Grant Program (Tabner, 2008)

High need infusion of teachers • North Carolina Teaching Fellows (Darling-Hammond, 2007).

$20,000 scholarships to merit high school seniors Must teach at least 4 years in NC Has supplied over 8,000 teachers with 75% retention

Higher salaries (both starting & potential) (Tyler &

Vitanova, 2008).

Creation of partnerships with local colleges (Long, 2007).

Recruitment of high school and college graduates from the same geographic area (Tyler & Vitanova, 2008).

Creating a reserve pool of potential “teachers in waiting” (P. Bassett, personal communication, February 5, 2009).

Colleges and Universities Announce National Initiative to Address

Science and Math Teacher Shortage. (2008, November 17). NSTA Express, Retrieved February 14, 2009, from Education Research Complete database.  Darling-Hammond, L. (2007). We need to invest in math and science teachers. Chronicle of Higher Education, 54(17), B20. Retrieved February 11, 2009, from Master FILE Premier database.

Kent State University: Kent State University Professor Predicts Math, Science Teacher Shortage in Ohio. The America’s Intelligence Wire. (2006, February 23). Retrieved February

14, 2009, from NA General One File. Gale. Apollo Library.

Long, S. (2007). The cost of teacher turnover in math and science.

Science Teacher, 74(3), 10. Retrieved February 12, 2009, from

Master FILE Premier database.

Merseth, K. (1983). Math and Science Teacher Shortage: Dilemmas

Old and New. (ERIC Document Reproduction Service No. 248100). Retrieved February 14, 2009, from Eric database.

Tabner, D. (2008). UT program trains teachers for high-need school districts. Toledo Business Journal, August, 29-31. Retrieved February 11, 2009, from Master FILE Premier database.

The impact of teacher preparation on student achievement in algebra in a "hard-to-staff" urban PreK-12-university partnership. School Effectiveness & School Improvement; Sep2007, Vol. 18 Issue 3, p245-272, 28p  Tyler, J., & Vitanova, S. (2008). Does MSP participation increase the supply of math teachers? Developing and testing an analytic model. Peabody Journal of Education, 83(4), 536-561. Retrieved February 11, 2009, from Master FILE Premier database.  Vol. 15 Issue 3, p89-97, 9International Journal of Learning; 2008,