[House Hearing, 110 Congress]
[From the U.S. Government Publishing Office]
STEM EDUCATION BEFORE HIGH SCHOOL:
SHAPING OUR FUTURE SCIENCE, TECHNOLOGY,
ENGINEERING AND MATH LEADERS OF
TOMORROW BY INSPIRING
OUR CHILDREN TODAY
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FIELD HEARING
BEFORE THE
COMMITTEE ON SCIENCE AND TECHNOLOGY
HOUSE OF REPRESENTATIVES
ONE HUNDRED TENTH CONGRESS
SECOND SESSION
__________
MAY 12, 2008
__________
Serial No. 110-101
__________
Printed for the use of the Committee on Science and Technology
Available via the World Wide Web: http://www.science.house.gov
______
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42-122 PS WASHINGTON DC: 2008
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COMMITTEE ON SCIENCE AND TECHNOLOGY
HON. BART GORDON, Tennessee, Chairman
JERRY F. COSTELLO, Illinois RALPH M. HALL, Texas
EDDIE BERNICE JOHNSON, Texas F. JAMES SENSENBRENNER JR.,
LYNN C. WOOLSEY, California Wisconsin
MARK UDALL, Colorado LAMAR S. SMITH, Texas
DAVID WU, Oregon DANA ROHRABACHER, California
BRIAN BAIRD, Washington ROSCOE G. BARTLETT, Maryland
BRAD MILLER, North Carolina VERNON J. EHLERS, Michigan
DANIEL LIPINSKI, Illinois FRANK D. LUCAS, Oklahoma
NICK LAMPSON, Texas JUDY BIGGERT, Illinois
GABRIELLE GIFFORDS, Arizona W. TODD AKIN, Missouri
JERRY MCNERNEY, California TOM FEENEY, Florida
LAURA RICHARDSON, California RANDY NEUGEBAUER, Texas
PAUL KANJORSKI, Pennsylvania BOB INGLIS, South Carolina
DARLENE HOOLEY, Oregon DAVID G. REICHERT, Washington
STEVEN R. ROTHMAN, New Jersey MICHAEL T. MCCAUL, Texas
JIM MATHESON, Utah MARIO DIAZ-BALART, Florida
MIKE ROSS, Arkansas PHIL GINGREY, Georgia
BEN CHANDLER, Kentucky BRIAN P. BILBRAY, California
RUSS CARNAHAN, Missouri ADRIAN SMITH, Nebraska
CHARLIE MELANCON, Louisiana PAUL C. BROUN, Georgia
BARON P. HILL, Indiana VACANCY
HARRY E. MITCHELL, Arizona
CHARLES A. WILSON, Ohio
C O N T E N T S
May 12, 2008
Page
Witness List..................................................... 2
Hearing Charter.................................................. 3
Opening Statements
Statement by Representative Bart Gordon, Chairman, Committee on
Science and Technology, U.S. House of Representatives.......... 10
Written Statement............................................ 11
Statement by Representative Ralph M. Hall, Minority Ranking
Member, Committee on Science and Technology, U.S. House of
Representatives................................................ 8
Written Statement............................................ 10
Statement by Representative Mike Ross, Member, Committee on
Science and Technology, U.S. House of Representatives.......... 12
Written Statement............................................ 14
Witnesses:
Dr. Cora B. Marrett, Assistant Director, Directorate for
Education and Human Resources, National Science Foundation
(NSF)
Oral Statement............................................... 15
Written Statement............................................ 17
Biography.................................................... 21
Mr. James Henry Russell, Superintendent of Schools, Texarkana
Independent School District, Texarkana, Texas
Oral Statement............................................... 22
Written Statement............................................ 24
Biography.................................................... 28
Dr. Rosanne Stripling, Provost and Vice President for Academic
Affairs, Texas A&M University-Texarkana, Texarkana, Texas
Oral Statement............................................... 30
Written Statement............................................ 31
Mr. Mike Leherr, Plant Manager, Alcoa-Texarkana, Texarkana, Texas
Oral Statement............................................... 37
Written Statement............................................ 38
Biography.................................................... 39
Mr. David Smedley, Science Educator, North Heights Junior High
School, Texarkana, Arkansas
Oral Statement............................................... 40
Written Statement............................................ 42
Biography.................................................... 44
Discussion....................................................... 46
STEM EDUCATION BEFORE HIGH SCHOOL: SHAPING OUR FUTURE SCIENCE,
TECHNOLOGY, ENGINEERING AND MATH LEADERS OF TOMORROW BY INSPIRING OUR
CHILDREN TODAY
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MONDAY, MAY 12, 2008
House of Representatives,
Committee on Science and Technology,
Washington, DC.
The Committee met, pursuant to call, at 1:17 p.m. At the
Martha and Josh Morriss Mathematics and Engineering Elementary
School, Texarkana, Texas, Hon. Bart Gordon [Chairman of the
Committee] presiding.
field hearing charter
COMMITTEE ON SCIENCE AND TECHNOLOGY
U.S. HOUSE OF REPRESENTATIVES
STEM Education Before High School:
Shaping Our Future Science, Technology,
Engineering and Math Leaders of
Tomorrow By Inspiring
Our Children Today
monday, may 12, 2008
1:00 p.m.-3:00 p.m.
martha and josh morriss mathematics and
engineering elementary school
texarkana, texas
1. Purpose
On Monday, May 12, 2008, the Science and Technology Committee will
hold a field hearing in Texarkana, Texas, to receive testimony on
efforts to engage students in math and science at an early age, to keep
them interested throughout middle school and high school, and to
translate that interest into rewarding careers that will be of benefit
to the entire Nation from a federal, school district, university,
industry and teacher perspective. Further, we will examine the efforts
behind and reasons for the establishment of a STEM-based public
elementary school and the progress that it is making with its students,
which could serve as a model for the Nation.
2. Witnesses
Dr. Cora Marrett, Assistant Director for the Education and
Human Resources Directorate, National Science Foundation (NSF),
Washington, DC
Dr. Rosanne Stripling, Provost and Vice President for
Academic Affairs, Texas A&M University-Texarkana, Texarkana, TX
Mr. James Henry Russell, Superintendent, Texarkana
Independent School District, Texarkana, TX
Mr. David Smedley, Science Teacher, North Heights Junior High
School, Texarkana, AR
Mr. Mike Leherr, Plant Manager, Alcoa-Texarkana, Texarkana,
TX
3. Brief Overview
A consensus exists that improving science,
technology, engineering, and mathematics (STEM) education
throughout the Nation is a necessary, if not sufficient,
condition for preserving our capacity for innovation and
discovery and for ensuring U.S. economic strength and
competitiveness in the international marketplace of the 21st
century. Many reports, including those from the Council on
Competitiveness, Business Roundtable, and the National Academy
of Sciences' Rising above the Gathering Storm,\1\ placed a
major emphasis on strengthening STEM education in the United
States to ensure that the Nation's workforce can compete
globally in high-tech, high-value industries, such as
information technology, biotechnology, semiconductor
manufacturing, and nanotechnology. The President addressed
these needs in his American Competitiveness Initiative and
Congress, likewise, in the America COMPETES Act, which is now
law (Public Law 110-69).
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\1\ Rising Above the Gathering Storm: Energizing and Employing
America for a Brighter Economic Future, National Academies Press,
Washington, D.C. (2006).
Historically, NSF's mission has included supporting
and strengthening science and math education programs at all
levels. In the area of K-12, NSF carries out its mission by
funding a variety of science and math education activities,
including teacher training (both in-service and pre-service),
curriculum development, education research, and informal
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education at museums and science centers.
Critical transitions occur as students move from
elementary schools to middle schools, from middle schools to
high schools, and from high schools to post-secondary
education. International data show corresponding shifts in
students' achievement rankings internationally, where
performance of U.S. students relative to that of students
around the world generally drops from fourth grade to eighth
grade, and then drops further in high school. And, the
curriculum in mathematics and science may reflect significant
jumps in complexity and demand as these critical transitions
occur. For example, elementary school students who have been
studying concepts and procedures in the area of numbers
increasingly must meet the challenge of studying algebra in the
middle grades. A related consideration that comes with the
critical transitions is that students' interest in the STEM
fields, and their enthusiasm for mathematics and science, also
may decrease as they move from the elementary grades, to the
middle grades, and beyond. Teachers have enormous
responsibility to support students' growth and competency,
stimulate their interest and enthusiasm, and ensure that they
are prepared for assessments and higher level work in
subsequent grades.
The Martha and Josh Morriss Mathematics and
Engineering Elementary School in Texarkana, Texas, is part of a
vertical aligned K-16 engineering education collaborative
between Texas A&M University-Texarkana and Texarkana
Independent School District. It provides mathematics and pre-
engineering integrated curriculum and pre-engineering electives
for students in kindergarten through fifth grade. Students
graduating from the elementary school will be able move into an
advanced Math and Science program at Texas Middle School. This
school serves as a national model for K-16 collaboration in how
young children can become engaged in and educated for careers
in mathematics and engineering.
4. Background
K-12 Science and Math Education at the National Science Foundation
Science and math education is a cornerstone of the historic mission
of the National Science Foundation. The National Science Foundation Act
of 1950, which established NSF, directed NSF to support and strengthen
science and math education programs at all levels. NSF carries out its
K-12 mission by supporting a variety of science and math education
activities, including teacher training (both in-service and pre-
service), curriculum development, education research, and informal
education at museums and science centers.
Examples of NSF programs designed to improve teacher performance,
enhance understanding of student retention of scientific content, and
develop and assess curricula include the Centers for Learning and
Teaching, which provide professional development opportunities for K-12
teachers; the Advanced Learning Technologies program, which supports
cognitive science research on the use of technology to enhance learning
and teaching; and the Instructional Materials Development program,
which supports the development of curriculum as well as research into
the most effective means of teaching math and science material.
In addition to these programs, other NSF education programs focused
on improving K-12 education include the Math and Science Partnership
(MSP) Program and the Robert Noyce Scholarship (Noyce) Program, both
reauthorized as part of the America COMPETES Act. The MSP Program funds
partnerships between universities and local school districts to
strengthen the science and math content knowledge of K-12
schoolteachers. The grants are awarded to support the creation of
innovative reform programs that could be expanded to the State level if
successful. The Robert Noyce Scholarship Program is designed to help
recruit highly-qualified science and math teachers through grants to
college and universities to give scholarships to science and math
majors in return for their commitment to teach at the elementary or
secondary school level. America COMPETES strengthened and expanded the
Robert Noyce Teacher Scholarship Program to provide scholarships to
students majoring in science, math or engineering who commit to
teaching two years in return for each year of aid. The program provides
money to colleges and universities both to award and administer the
scholarships and to provide programs to help prepare the students for
teaching. The expansion of this program was modeled on the UTEACH
program at the University of Texas.
Texas A&M University-Texarkana and Texarkana Independent School
District Pre-K-16 Collabortive\2\
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\2\ TIDS-TAMU-T K-16 COLLABORATIVE MORRISS ELEMENTARY SCHOOL
(http://www.tea.state.tx.us/p16/
council-mtg-attach/presentations/feb08/
feb08-regionalp16-texarkana.pdf)
---------------------------------------------------------------------------
Texas A&M University-Texarkana and Texarkana Independent School
District established a vertically aligned kindergarten-16 engineering
education collaborative that will be executed in four stages: (1) a K-5
public elementary school (Martha and Josh Morriss Mathematics &
Engineering Elementary School) that provides a mathematics and pre-
engineering integrated curriculum, ``Engineering Encounters''
(culminating projects), and pre-engineering electives (i.e., circuitry,
forces and gears) at each grade level (opened fall 2007); (2) a pre-
engineering ``school-within-a-school'' at Texas Middle school (planned
for fall 2008); (3) selected mathematics and science courses with pre-
engineering content enrichment and dual credit engineering courses at
Texas High School (fall 2006); and (4) a choice of three engineering
related programs of study at A&M-Texarkana: BS in Computer and
Information Sciences (fall 2005), BS in Electrical Engineering (planned
for fall 2008), and BS in Mechanical Engineering (planned for fall
2010).
The overarching goal of the engineering collaborative is to
increase the quantity and quality of United States grown and educated
engineers. The goal will be accomplished by exposing young children to
exciting mathematics and engineering concepts and providing a rigorous
and seamless pre-engineering and engineering education curriculum
through the completion of a baccalaureate degree. A growing gap between
the supply and demand for professionals in engineering and mathematics
careers has alerted stakeholders across the Nation. The regional need
for more engineers was documented in the late 1990s when Texarkana area
businesses (e.g., International Paper, Domtar Paper Mill, and Alcoa)
identified the need for an engineering program at A&M-Texarkana as the
number one community priority. Their expressed need has been manifested
in contributions of almost $7 million to date for an engineering degree
program at the university.
Although the effectiveness of a K-16 engineering collaborative as a
means of ameliorating the supply and demand gap of engineers is a very
logical, research-based approach, a comprehensive search has not
identified another partnership of this kind across the United States.
The Texas A&M University-Texarkana ISD K-16 engineering collaborative
is a unique, sustainable, and replicable model that sets a gold
standard for how public schools and universities can maximize the
investment return on human and financial resources to attain an
important and shared goal--to ``close the gap'' between participation
and success in secondary and higher education in a manner that
effectively addresses a growing professional and career demand if the
United States is to continue its position as a global power--
engineering and mathematics.
The Martha and Josh Morriss Mathematics and Engineering Elementary
School\3\
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\3\ Ibid.
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The Martha and Josh Morriss Mathematics and Engineering Elementary
School, serving children in grades K-5, is the eighth elementary school
in Texarkana Independent School District opened in the fall of 2007.
The school does not have an attendance zone, and any elementary-aged
student living in the State of Texas is eligible to apply for
enrollment on a first-come basis without charge. Once a student has
been accepted for enrollment, certain academic and behavior standards
are required for continued attendance. The school is designed for
approximately 396 students (three sections each in grades K-5). As of
September 30, 2006--eleven months prior to the opening of the new
school--100 percent of the available positions at grades K-4 and 89
percent at grade 5 were committed, with 49 percent of the student
enrollment to date being female. A waiting list has been established
for most of the primary grades, and over 80 kindergarten applications
for the 2008-2009 and 2009-2010 academic years have been submitted.
The floor plan and architectural design of the new school
facilitates the delivery of an inquiry-based mathematics and
engineering integrated curriculum for all subjects in grades K-5,
including fine arts, foreign language, health and physical education as
well as the four core subject areas. The mathematics and engineering
embedded Texas Essential Knowledge and Skills (TEKS) curriculum is
enhanced by ``engineering encounters''--cross-grade level, theme-based
authentic assessment projects completed and presented by students to
the public each six-weeks (see Examples). The K-6 grade mathematics and
science TEKS is accelerated into grades K-5 (and grades 7 and 8 content
into the 6th grade at middle school), allowing students to take Algebra
I and advanced science in grade 7 to provide opportunities for advanced
mathematics, science, and engineering courses in high school. Further,
engineering electives (content beyond the TEKS) will be taught at each
grade level. Extended school-year enrichment activities such as a two-
week summer Circuitry Camp provide a ``value added'' element to
students' learning.
Texas A&M University-Texarkana Arts and Sciences and Education
faculty assist the Texarkana ISD curriculum personnel and teachers to
design the mathematics and engineering integrated curriculum and
electives. University faculty develop content and pedagogy courses to
train the elementary teachers to deliver the curriculum using effective
teaching strategies that promote mastery of the curriculum by all
students. All of the Morriss Elementary teachers are required to obtain
a Masters Degree and either the Texas Master Mathematics Teacher
Certification or Texas Master Technology Teacher Certification through
preparation programs offered at A&M-Texarkana.
The Martha and Josh Morriss Mathematics and Engineering Elementary
School has become a national model for K-16 collaboration in how young
children can become engaged in and educated for careers in mathematics
and engineering.
5. Questions for the Witnesses
Dr. Cora Marrett
What evidence is available from NSF-funded projects
to help us better understand how students develop interests in
STEM fields in the pre-K through 12 years, and how can those
interests be sustained across the high school to post-secondary
education transition? Are there model programs or approaches to
curriculum and instruction that have demonstrated how to engage
students successfully in STEM areas and that lead to choice of
STEM careers? What is the role of out-of-school learning in
encouraging STEM career participation? What factors affect
students' choice of STEM majors or programs and their retention
at the post-secondary level?
How do NSF programs support the improvement of the
teaching and learning of the STEM disciplines in the pre-K
through 12 years? What programs are available to improve
teachers' knowledge and abilities, and what does research tell
us about the best ways to enable teachers' effectiveness in
promoting learning? What types of programs and models for STEM
teacher preparation, induction, and professional development
show the most promise for supporting STEM teachers' learning,
and what can be learned from the implementation of such
programs and models?
What instructional tools, resources, materials, and
technologies has NSF supported to enable STEM learning? Under
what conditions, and for whom, are such resources for learning
most effective? Does research provide insight into what kinds
of instructional materials and tools are most useful in
supporting learning at various levels, and for various groups
of learners?
Dr. Rosanne Stripling
How was Texas A&M-Texarkana involved with the
creation of the Martha and Josh Morriss Mathematics and
Engineering Elementary School? What other pre-K through 12
schools does Texas A&M-Texarkana support and how? Please
describe any other work or partnerships that Texas A&M-
Texarkana is doing with regards to STEM education for pre-K
through 12 schools.
What are the major problems that limit the
performance of students and teachers, and what do you feel is
the single, most important step that the Federal Government
should take to improve pre-K through 12 grade math and science
education? What involvement have you had with math and science
education programs at the National Science Foundation or other
federal agencies as well as those in the State of Texas? What
are the most important and effective components of these
programs?
How can we attract, educate and retain the critical
mass of talent necessary to keep the State of Texas--and the
country as a whole--at the forefront of research, development
and ground-breaking advances in science and technology? In
addition to providing a technically literate workforce, why is
it important to improve public support and understanding of
math and science?
How can we ensure that we provide sufficient
opportunities to allow students and researchers, educators and
employees to become and then remain current and competitive in
our rapidly evolving world?
Mr. James Henry Russell
What is the overall state of STEM education in
Texarkana? Why is it important for all students to achieve
proficiency in these subjects? What was the motivation behind
establishing the Martha and Josh Morriss Mathematics and
Engineering Elementary School? What role did parents, the
community and local businesses play in the establishment of
this school? Is there a plan in place to keep these students
motivated in STEM subjects as they make the transition to
middle school and on to high school?
What are the major problems that limit the
performance of students and teachers, and what do you feel is
the single, most important step that the Federal Government
should take to improve K-12th grade math and science education?
What involvement have you had with math and science education
programs at the National Science Foundation or other federal
agencies as well as those in the State of Texas? What are the
most important and effective components of these programs?
How can we grow and educate, attract and retain the
best and brightest scientists and engineering students? What do
you feel is the single, most important step that the Federal
Government should take to improve pre-K through 12 STEM
education?
Mr. David Smedley
What are the major problems that limit the
performance of students and teachers, and what do you feel is
the single, most important step that the Federal Government
should take to improve K-12th grade math and science education?
What involvement have you had with math and science education
programs at the National Science Foundation or other federal
agencies as well as those in the State of Arkansas? What are
the most important and effective components of these programs?
How can we spark a greater student interest in math
and science education? What can we do to ensure that student
interest in math and science does not wane as they progress
through our formal system of education? Specifically, how do
you keep your junior high students motivated and excited about
STEM?
What challenges do you face in improving student
achievement in math and science education? How can parents,
businesses, the community, and the government better support
you in your efforts to raise student proficiency in STEM?
What elements of your pre-service or in-service
training have been most helpful in meeting the daily demands of
working with students, developing innovative classroom
strategies, and delivering content-rich instruction to students
of all levels and abilities? As a professional teacher, what
partnerships or collaborations with local colleges or
universities have been most helpful to you in terms of access
to materials or professional development?
Mr. Michael Leherr
Why did Alcoa choose to become involved with the
creation of the Martha and Josh Morriss Mathematics and
Engineering Elementary School? What other schools does Alcoa
support and how? Why is it important for Alcoa to be interested
in pre-K through 12 education?
How do we avoid a disconnect between the jobs we want
to keep in the U.S. and our workforce's ability to perform
those jobs? How is Alcoa working with pre-K through 12 schools
as well as colleges, universities and training programs to
avoid that disconnect?
Please describe what Alcoa Texarkana does? What
percentage of your workforce has a STEM background? Are you
able to recruit locally for these positions and if not, why
not? How do you work with the local colleges and universities
to support your workforce? If you have mentoring programs in
place to encourage your engineers to help out in STEM classes
at the pre-K through 12 levels or even in college courses,
please provide information on these programs or similar
activities Alcoa supports.
Chairman Gordon. Good afternoon. I'm pleased to be here in
the district for this field hearing.
I have told Congressman Hall this before, but my
grandfather used to tell me--I'm from Tennessee. My grandfather
used to tell me every time we met the population increased, so
I'm happy to have some of my relatives from Texas here today.
I'm very pleased to be here, folks, with Ralph Hall and Mike
Ross. I think Texarkana is well served by having a Democrat, a
Republican, a Texan and a young fellow from Arkansas work
together. That's how you get things done. We try and do the
same thing on the Science and Technology Committee in
Washington. We are something of an anomaly. I am very fortunate
to have Ralph Hall as a Ranking Member.
Over the last year and a half we've passed out over 30
bills, all of which have been bipartisan, all but one
unanimous, including the Pete's bill that I think is a type of
role model that I hope we can show the rest of Congress. We'll
all be better off to do that.
Sitting next to Ralph, he's been telling me for the last
year about this school and this district. We're all proud of
our own district, but he keeps saying there really is something
special about the Morriss Elementary School and wanted me to
come down and see it. It's been a delight to be here.
Certainly, you have a wonderful facility, but really it's more
than just the building. It's the attitude of the children. I
hope the model that you have established here can be an
incubator that we can roll out to other and scale out all
across the country.
I'm looking forward to going over some time to Mike's to
the Arkansas school for math and science and arts. I've heard
Mike tell this a couple of times, but he was in the State
Senate when this school was created. He had the legislation. He
thought it was a pretty good idea until his daughter was
accepted and moved away. He didn't think it was quite as good,
but I think he's acclimated himself, and his son will go there
soon. So, that's another good model that we want to look for.
So, I can say without qualms that I would not be Chairman
of this committee if it wasn't for Ralph Hall. So, at this time
I would like to pass the gavel to my friend Congressman Hall
for the remainder of this hearing.
Mr. Hall. [presiding.] I thank you, and how long are you
going to allow me to keep this gavel? I'll be back in
Washington with you Tuesday morning, I'll give it back to you.
Of course I'm honored to be here and to have so many here
for such a worthy cause and for something that we're all so
proud of, to attract these men and women of industry throughout
the United States and to have them here. And one in particular
that's with us is, he just spoke to a very fine group, Mr. Tom
Pickens. I ask that he be granted the right to be at the table
and to give an opening five-minute speech as others do and to
give answers to questions. Any objection? The Chair hears none.
As you all do up there in Washington, I now recognize
myself for five minutes for an opening statement. I wanted to
first thank our astronaut who has been wonderful with visiting
with the youngsters today. Lee Archambault has been to space.
He flew, I think, for 5.8 million miles in a 14-day period as
the pilot of the Atlantis Shuttle mission. He's going back. He
has flown I think over 4,000 flight hours on more than 30
different aircrafts. He has been great with the youngsters
today with three different groups of classes. He's answered
questions. He brought them up to date on robotics. As they have
been working on them in the classroom here, he showed how they
used the work that they've been doing, that they were being
taught at that time in space because he was a part of the crew
that went up to repair a space station, and they used a robot
to take a piece of the station over and put it way out to the
end of the station in space there. These youngsters saw their
work in action there, and I think that was great for them.
So, I want to officially welcome you, Chairman Gordon, to
the Fourth District of Texas and thank you for making the
journey. I think we can both agree that what we've experienced
this morning was pretty impressive.
Mr. Ross, I'm going to have more to say about you in just a
minute, but I'm very glad that you joined us. I can't be
granted enough time to say good things about you, and I have to
because he chairs about half of the sessions in Congress now. I
have to stand up, and he says ``What purpose is the gentleman
from Texas standing?'' I have to tell him and beg him to let me
speak for five minutes. If I'm real nice to him in front of his
own folks he ought to give me ten minutes, don't you think?
Seems like it was only yesterday that I was here in the
dedication celebration of the Martha and Josh Morriss
Mathematics and Engineering Elementary School. We've had them
this morning. We are so proud of them. They are a giving
family, a successful family, a caring family, and we're
benefiting from their generosity. I know they are proud of what
they have established here. It's good to see so many of my
Texarkana County friends in the audience including both Martha
and Josh who donated the land for the school and Scott Bruner,
President of the Texarkana Independent School District Board of
Trustees. Thank you.
The collaboration between Texas Independent School District
and Texas A&M University Texarkana to make the Morriss School a
reality is one that can and should be replicated. The concept
of starting a STEM program that a student can follow from
kindergarten all the way through a baccalaureate degree and all
in their own hometown is very positive. It's good to see that
local businesses like Alcoa and others recognize the value in
supporting such an effort.
The Texarkana collaboration is a slightly different
approach than what we created in America COMPETES, but we never
intended for that to be the only solution. This nation's full
of good visionary ideas, and the area of STEM education is no
exception. I look forward to hearing from Dr. Marrett about
some of the other ideas NSF is funding on the federal level as
well as how Mr. Smedley is motivating some of his own students
in Arkansas. Inspiring our children about math and science at
an early age is important. Keeping them enthusiastic as they
progress through middle school and high school and into college
is critical.
As I said at the school dedication last September,
advancing STEM education must be a national priority if we are
to prepare our students for 21st century jobs and keep pace
with countries like China and India who are graduating larger
number of STEM students. They may be graduating more, but the
quality of ours remains unsurpassed in this world. America has
always been the leader in cutting-edge technology and
innovation, and we have to do all we can do to insure a strong
footing as a global economic leader. I appreciate all of you
witnesses being here today. I know it took you time to get here
and took you time to prepare for being here. Thank you for
giving us the time that you're giving. I look forward to your
testimony.
At this time I turn to my colleague Mr. Gordon, the
distinguished Chairman of the Committee, and recognize him for
any other opening remarks he might want to make.
Chairman Gordon. Thank you, Mr. Hall.
[The prepared statement of Mr. Hall follows:]
Prepared Statement of Representative Ralph M. Hall
First, I want to officially welcome you, Chairman Gordon, to the
fourth district of Texas and to thank you for making the journey and
spending the entire day with us. I believe we can both agree that what
we experienced this morning was pretty impressive.
It seems like it was only yesterday that I was here for the
dedication celebration for the Martha and Josh Morriss Mathematics and
Engineering Elementary School. I know these folks are proud of what
they have established here, and it's good to see so many of my
Texarkana friends in the audience, including Martha and Josh Morris,
who donated the land for the school, and Scott Bruner, President of the
Texarkana Independent School District (TISD) Board of Trustees.
The collaboration between TISD and Texas A&M University-Texarkana
to make the Morriss School a reality is one that can and should be
replicated. The concept of starting a STEM program that a student can
follow from kindergarten all the way through a baccalaureate degree,
and all in their home town, is very positive. It is good to see that
local businesses, like Alcoa, recognize the value in supporting such an
effort.
The Texarkana collaboration is a slightly different approach than
what we created in America COMPETES, but we never intended for that to
be the only solution. This nation is full of good visionary ideas, and
the area of STEM education is no exception. I look forward to hearing
from Dr. Marrett about some of the other ideas NSF is funding on the
federal level, as well as how Mr. Smedley is motivating his own
students in Arkansas. Inspiring our children about math and science at
an early age is important. Keeping them enthusiastic as they progress
through middle school and high school and into college is critical.
As I said at the school dedication last September, advancing STEM
education must be a national priority if we are to prepare our students
for 21st century jobs and keep pace with countries like China and India
who are graduating larger numbers of STEM students. They may be
graduating more, but the quality of ours remains unsurpassed in the
world. America has always been the leader in cutting edge technology
and innovation--and we must do all we can to ensure our strong footing
as a global economic leader.
I appreciate all of our witnesses being here today and look forward
to your testimony.
Chairman Gordon. Let me concur with your remarks. Also, I
thank the witnesses here. Colonel Armstrong, you might be in a
situation some time in the future, some of you probably know
that Congressman Hall was a fighter pilot during World War II,
and they had a reunion in Washington with some of the other
folks that he flew with at that time. They were talking there
and I overheard them, and one of them said it sure was windy,
and the next one says, no, it's Thursday. And Ralph said I'm
thirsty too. Let's go out and get a beer.
In all seriousness, this is a very important program for us
to learn from. There is six and a half billion people in the
world, half of which make less than two dollars a day. We do
not want to compete in that regard. If we do, my seven-year-old
daughter could be the first generation of Americans to inherit
a national standard of living less than their parents. So, what
we've got to be able to do is we've got to make 20 or 30 or 50
widgets for every one they're making in China and India and
elsewhere. To do that, we have to work at a higher skill level,
whether you're a high school graduate or junior college or a
college graduate. And that means you have to have a background
in STEM, and we're not doing well in that.
Here in the United States among the OECD city countries,
those of industrialized countries in recent scores we were 21st
out of 30 in science and 25th out of 30 in math. That's not
what we're used to in this country, and we have to do better,
which means we've got to look at the type of programs here at
the Morriss Elementary and scale that out. I'm anxious to learn
more about how you got the vision, how you enacted it, and how
we can take that to other places. So, thank you, Mr. Hall.
Mr. Hall. Thank you, Mr. Chairman.
[The prepared statement of Chairman Gordon follows:]
Prepared Statement of Chairman Bart Gordon
Good afternoon. It is with great pleasure that I welcome my fellow
Committee Members and our distinguished panel of experts to the Martha
and Josh Morriss Mathematics and Engineering Elementary School, here in
Texarkana, for what will undoubtedly be a valuable discussion on STEM
education before high school.
Last August, Congress passed and the President signed into law the
America COMPETES Act. A response to the 2005 National Academies' report
Rising Above the Gathering Storm, and supported by a wide range of U.S.
industries, universities, and science organizations, COMPETES seeks to
ensure U.S. students, teachers, businesses, and workers will continue
leading the world in science, innovation, research, and technology.
As we all know, the global marketplace continues to become more
competitive. The fact of the matter is, our country cannot and should
not compete with the rest of the world on wages when half of the
world's workers earn less than two dollars a day. Our country needs to
compete at a higher level--with better skills and higher productivity.
But today, America is falling behind other countries in educating
our kids in STEM fields, and American students continue to score below
average on math and science tests. According to the latest OECD Program
for International Students Assessment, or PISA, students in the U.S.
ranked 25th out of 30 developed countries in math and 21st out of 30
developed countries in science.
The America COMPETES Act seeks to reverse this trend and ensure not
only that our nation will produce the world's leading scientists and
engineers but also that all students will have a strong grounding in
math and science and are prepared for technical jobs in every sector of
the economy.
I look forward to hearing testimony today from our witnesses on
this subject. Having had the opportunity today to tour the Martha and
Josh Morriss Mathematics and Engineering Elementary school I look
forward to learning more about its establishment as a STEM-based public
elementary school, and the progress it is making with its Pre-K through
12th grade students here in Texarkana.
Mr. Hall. At this time, I recognize Mr. Ross who shares
Texarkana with me; we work well together. He's a Democrat, and
I'm a Republican, but we put aside all those things when
something for the good of this city or good of Bowie County or
for the good of any part of Arkansas. My mother is from Cave
City, Arkansas. My Administrative Assistant Janet Poppleton.
Where are you, Janet? Stand up. She's the head of the Fourth
Congressional District in my office in Washington and the
offices here in Texas. I'm very proud to have her and very
proud to have Marjorie and Eric. Thank you for what you do here
for me in Texarkana.
Mr. Ross is the Congressman of District 4 over in Arkansas.
Let me tell you a little about him. He presides more often
probably than anyone else up there other than the Speaker
herself. It seems that any time there is really a tough
situation or anything that's agonizing, I look up there and she
has Mike in that chair, and there's some reason for it. It's
because he's very good at it. He's very fair, and he makes
things happen.
So, Mike, here in the presence of your people, you grew up
here, you went to school here, highly recognized, highly
appreciated here, and I say to you personally I'm honored to
get to work with you, and I'm always proud when I see you in
the chair. Of course, I'll be more proud when the situation
changes up there and maybe I'm the Chairman and Bart's the
Ranking Member, but, you know the facts of life are that one of
these days, the status we're in, the situation we find
ourselves, the attitude that other people of the world have
about the United States of America, some things are going to
have to change.
That means we're going to have to forget we're Republicans
or Democrats, liberals or conservatives, whatever we might be
and remember that we're Americans, and put those youngsters
first that we saw this morning, that our astronaut engaged in
and gave his time to this morning. If he's still here, let me
have him stand up again. Lee, please stand up here for us.
He is going back in just a couple, three or four months,
and I believe every student he talked to today is going to
follow him with their interest and with their prayers. When you
have to leave, Lee, we understand you have a flight at 3:00,
and we know when you get up and walk out it's not because the
Chairman here said something you didn't like. It's because you
have to catch that airplane. We honor you for it. You've helped
us more than you know. God bless you and thank you.
I just practically said everything that Mike Ross wrote out
for me. No, it was from my heart, and I'm honored to recognize
the Congressman for as long as you want. Normally, we ask you
to hold it down to five minutes.
Mr. Ross. Normally we're not in Texarkana, right? I'll be
brief. Thank you Congressman Hall for that generous
introduction. I've got to tell you that Ralph and I have kind
of a special relationship. He may be a Republican and I may be
a conservative Democrat, but we work together. Quite frankly,
if we had more folks doing that in Washington, we'd be getting
a lot more done for the American people.
Ralph and I not only share Texarkana but we're also on the
Science Committee together as well as the Energy and Commerce
Committee together. In fact, Chairman Gordon is also on the
Energy and Commerce Committee. We work very close together on a
lot of issues, and I want to thank the Chairman for making the
trip, the gentleman from Tennessee for making the trip and
being here with us today in Texarkana.
I was explaining to Chairman Gordon a little bit about how
Texarkana operates. You know, you get on State Line Avenue and
you head south and everybody on the right hand side of the road
votes for Ralph and buy lottery tickets, and everybody on the
left hand side of the road can vote for me and buy whiskey, and
you can't do either one on the other side of the road. That was
the best way I knew how to explain the twin cities that we have
here, but this is a special place for me.
I was born here. I met my wife while we both were attending
Texarkana Community College. She is from here, from the Texas
side. We were married here. While I represent 150 towns in
nearly half the state, this is like home. We live just up the
road in Preston, Arkansas. Chairman Gordon, when you live in a
small town like I do, you come to Texarkana to either have a
baby or see a movie, and we've done both. We've done the latter
more than we've done the former. My son Alex was born here May
14, 1992. Y'all can do the math on that and quickly figure out
that this Thursday is not a day I will be looking forward to;
he will be 16.
Also, I have a close tie here in that my Chief of Staff in
my Washington office grew up here, was educated here in the
Texarkana/Arkansas Public School system and is a Texarkana
native. Chairman Gordon invited me to be part of an official
delegation back in January to travel to the South Pole, a place
that only 35,000 people have ever been. After I completed that
I felt like an astronaut, and Gabby Gifford who is a Member of
Congress is actually married to an astronaut. I was sharing
with her about my experience and how it took 60 hours to get
there. You literally feel like you're on another planet. She
went home and discussed that with her astronaut husband. I said
what did he say. She said to tell you it doesn't take 60 hours
to get to the places that I go.
One of the reasons I went there is I came back and I wrote
a letter to every science teacher in my district giving them
websites and other information trying to encourage them to
encourage their young people to get involved in the maths and
sciences. The reason is quite simple. You know, when President
Kennedy set out to put a man on the Moon, in today's dollars we
invested 90 billion. We did a lot more than put a man on the
Moon. We grew a new generation of innovators in this country
that have gone on to create a lot of technologies that we're
now beginning to take for granted. I believe it is past time
for us to grow a new generation of innovators in this country
that can create the jobs of the future that can allow us to
reduce our dependence on foreign oil and become more energy
independent on home-grown fuels. I believe one of the ways to
do that is to focus once again on the maths and sciences.
That's why it is so fitting that today we are here at the
Martha and Josh Morriss Mathematics and Engineering Elementary
School.
I see some folks from the Morriss family here. I want to
thank y'all for your commitment to the maths, sciences and
engineering and the great things that you are doing here. For
the sake of--just so the Chairman can get an idea, it's
probably not as many as I'd want, if you live on the Arkansas
side, if you'll stand up. We want to recognize those who have
made a trip to be a part of this today.
Chairman Gordon. Ask if they bought a lottery ticket while
they're here.
Mr. Ross. Brittany Esterson is a former member of the
Arkansas Highway Commission and a dear friend, and Steve
Harrelson. Stand up, Steve. Steve is a State Representative for
the Arkansas side and the majority leader in the State House of
Representatives in the Arkansas. We're delighted to have him
with us today. With that, Mr. Chairman, I'll submit my written
statement for the record since I got a little carried away. In
the sake of time I'll submit my written statement for the
record and give back the balance of my time.
Mr. Hall. Thank you. They will be of record. Without
objection they will be put to the record.
[The prepared statement of Mr. Ross follows:]
Prepared Statement of Representative Mike Ross
I would like to first thank Chairman Gordon and Ranking Member Hall
for holding today's hearing and all of the witnesses who have come
today to discuss Science, Technology, Engineering, and Mathematics
education, also known as STEM education. I would also like to thank all
of you for attending today and for your service and dedication to our
children's education. It is an honor to be here to discuss this
important topic and I am hopeful that today's hearing can provide a
forum to discuss ways that we can work together to encourage our youth
to pursue these fields of study.
As the son of two public school educators and the father of two
children attending public schools and universities, I have seen first
hand how important our education system is and I strongly believe that
providing America's children with a world class public education is
critical to our nation's future. Decades ago when President Kennedy
worked to put a man on the Moon, our nation's investment in research,
technology, and education was unprecedented. This resulted in raising a
new generation of innovators. I believe that we can do that again by
supporting and encouraging major investments in STEM education. Today's
students will be tomorrow's innovators, which will help strengthen our
economy, create new jobs here at home, and help America compete in this
new global economy.
STEM education is responsible for our nation's technologically
proficient workers, as well as our scientists and engineers, who will
keep our nation on the cutting edge. As a member of the House Science
and Technology Committee and the House STEM Education Caucus, I am
personally involved with these issues on a daily basis. However, I am
proud to help host this hearing today to foster more discussion on the
local level about STEM Education and the possibilities that it can
bring.
As many of you know, our nation's future competitiveness in the
global economy depends upon the ability of our schools to prepare
students in mathematics and the sciences and I am hopeful that today's
hearing can help us determine the best ways to shape and inspire those
leaders of tomorrow. Again, thank you all for coming today and for
participating in this important discussion.
Mr. Hall. Mr. Chairman, and also Mike, I ask unanimous
consent that Tom Pickens be added to the group who will give
testimony. We will not ask him to give a five-minute opening
statement as the others will because he just made a good 15- or
20-minute speech to a group at lunch. So we'll waive that for
you, Tom.
Introducing those of you who are going to give us
testimony, I've already thanked you for it. Dr. Cora Marrett is
Assistant Director for the Education Human Resources
Directorate at the National Science Foundation. To have someone
of your status to come here for this today, Dr. Marrett, I
appreciate you making the trip from Washington. Go back up
there and get them all straightened out. We're very honored to
have you here. We look forward to your testimony.
Dr. Rosanne Stripling is Provost of Texas A&M University of
Texarkana. She and her husband, Dr. Larry Sullivan, who is the
former Superintendent and now City Manager, he and I have had a
lot of talks about him being a City Manager. I described to him
what a city manager was, how they were like a B-17 rear gunner
was when they flew over Germany. They were removed--the gunnery
was removed after every flight. I hope that this city manager
isn't like a lot of other city managers, that he gets moved
after every thrust.
We have a super City Manager. He's doing a good job. The
city ought to really be proud of him and thankful to him. He
led up to the provisions that we are enjoying here today and
the youngsters that are being educated.
I thank Dr. Stripling and her husband Dr. Larry Sullivan
who served again as City Manager, worked together to create the
vision for K-12 STEM education, and were very instrumental in
helping to bring all this to fruition, and we thank you and
look forward to your testimony.
Mr. James Henry Russell, Superintendent for Texarkana
Independent School District, is also doing a tremendous job. We
look forward to him giving us the same leadership that he took
over. We are honored to have you there.
Dr. David Smedley is a science teacher at North Heights
Junior High School on the other side of the state line. I
understand North Heights is a NASA Explorer School which ties
in nicely with our visit this morning. We thank you and
appreciate you.
Mr. Michael Leherr is the Plant Manager for Alcoa which I
think is the largest local employer in Texarkana; very generous
with the school district and with other worthwhile projects in
this area. We're thankful to have you as one of ours.
As our witnesses know and have been told, spoken testimony
is limited to five minutes each. We're not going to get the
hook at you if you go five and a half minutes or fuss at you.
We sure won't fuss if you only use three minutes. Each of the
Committee Members will have five minutes each to ask questions,
so we'll start with Dr. Marrett.
STATEMENT OF DR. CORA B. MARRETT, ASSISTANT DIRECTOR,
DIRECTORATE FOR EDUCATION AND HUMAN RESOURCES, NATIONAL SCIENCE
FOUNDATION (NSF)
Dr. Marrett. Thank you very much. Thank you Ranking Member
Hall, Chairman Gordon and Representative Ross for holding this
hearing and inviting me to participate.
I do so on behalf of the National Science Foundation. As
you know, this federal agency, NSF, strives to promote
knowledge about learning in science, technology, engineering
and mathematics or STEM and strives to support interventions
that build on the best of the knowledge.
Your legislative actions enrich the portfolio of NSF, as do
the activities of the people I am pleased to join with you
today here in Texarkana.
The emphasis of the hearing really reflects three concerns:
student interest in science technology, engineering and
mathematics (STEM); the teaching corps for STEM education; and
resources for that education. But, in fact, the three are
interrelated. For student interest alone does not shape
achievement and career choices. Experiences with teachers
matter significantly, but mere entry into teaching cannot
guarantee teaching excellence.
First rate professional development programs are essential,
but professional development programs in the absence of well-
defined and well designed tools and resources are insufficient.
With reference to the three themes, the three concerns, I
can only introduce today some of the evidence that supports the
conclusions I just described about student interest,
professional development, and tools for learning. Let me note
one bit of evidence, however, that comes from the National
Longitudinal Studies of American Youth or LSAY. This is a
project that NSF first supported in 1989, and it sheds light on
the issue of student interest.
There is a slide here that shows some results of this study
that has, in fact, followed students for some time. This
particular slide shows that in general, students are no more
likely to like or dislike science and mathematics than they are
their other subjects. In fact, that's what these scores all
represent. They are basically the same across all of the
disciplines. This is for students in the eighth, tenth and
twelfth grade as the slide indicates.
The LSAY, though, has also followed students into their
college years. Consider the results for students who were
traced from the time they were sophomores into their college
years. These are students who were asked in the tenth grade
about whether they had some interest in science, no interest in
science, all the way up to liking science and the extent of
their interest. Those who expressed the highest interest in
science, those receiving a score of four were, in fact, more
likely to choose majors in the STEM areas in college than were
other students.
But what is quite interesting is that few of the students
in any of the interest groups were inclined to major in the
sciences. This is a part of the evidence that attitudes alone
do not shape career trajectories. There are things in addition
that must be considered.
This leads us, then, into the importance that teachers and
teaching must have. In fact, the findings on teachers have
redirected our attention away from the attributes of teachers
to the teaching conditions that affect student learning. We are
now much more concerned about how and what students learn than
simply about the background of teachers.
Let me give just one example from a study. This is a study
the Foundation has supported, Learning Mathematics for Teaching
or LMT. The study developed an instrument to measure the
knowledge and skills of teachers. It then measured the
performance in mathematics of the students of those teachers.
The outcome: the higher the performance of the teachers on that
particular test, the better the scores of the students on the
test that they were given.
This held up even when the study took account of
differences in the performance of students on prior tests and
differences in the background of teachers. When we see then
that the kind of knowledge that the teachers have can translate
into the performance of students, a question becomes, what
enhances the knowledge of the teachers themselves?
It is now evident that professional development programs
can be designed to advance learning by teachers and as a
consequence have demonstrable effects on student learning. Yet,
I suggested it's not enough to have interested students;
students must have the qualified teachers who can enhance the
learning, but that for teaching and for the teaching
effectiveness we know that resources, tools and resources make
a difference.
NSF has in fact supported the development of materials and
resources to accelerate student learning. Those tools, in turn,
have been assessed to determine what is their viability under
different kinds of conditions.
I'll just mention a few of the kinds of tools that have
been developed. One is called the Cognitive Tutor. This is
actually a software package that provides personalized
instruction for students. It's been used very extensively in
mathematics teaching, and in fact with the assessment we know
that's the reason why the tutor has now been introduced to over
500,000 students in some 2,600 schools across the country.
There is also the tool SimCalc Math World. I know, quite a
mouthful. The SimCalc Math World has technical materials and
software for teaching core concepts in algebra. Rigorous
evaluations of the curriculum show how effective it is in
enhancing an understanding particularly of complicated matters
that students often struggle with in algebra, including linear
functions.
Finally, among the tools and the assessment is Engineering
is Elementary. This is a curriculum that integrates engineering
technology concepts and skills with elementary science,
reading, mathematics, and social studies. And the research has
been conducted in places that have used Engineering is
Elementary. Such research has shown that students who use these
materials gain in their understanding of engineering and
science concepts and especially they come to understand a lot
better what engineers actually do.
In general, then, and in conclusion, what we see from the
body of work is that there are the conditions that are
interrelated. Yet, there are other things that need to be
pointed out. The best of teachers, and the best of resources
cannot produce learning if students are not in the relevant
courses.
Recognizing this, one district or state after another has
raised requirements in mathematics and science for high school
students. And certainly Texas exemplifies this trend of raising
the requirements. Noteworthy too are efforts to encourage
strong STEM content in the early school years. These efforts
echo what we are finding in other nations whose students excel
in international math and science comparisons. In those
nations, we know that the students get an introduction into the
fundamental concepts early in their careers, early in the
school years; there is no waiting until high school and beyond.
Thus, the National Science Foundation stands ready to act
in partnership with all who want to improve STEM education in
the United States. Our experiences show that knowledge can be
advanced through solid research, and that knowledge can be used
in the service of STEM education improvement. We are prepared
then to work in partnership with all who share the goal of
ensuring excellence and quality for STEM education. Thank you.
Mr. Hall. We thank you.
[The prepared statement of Dr. Marrett follows:]
Prepared Statement of Cora B. Marrett
Chairman Gordon, Ranking Member Hall, and Representative Ross,
thank you for inviting me to participate in this hearing on science,
technology, engineering and mathematics (STEM) education. The National
Science Foundation (NSF) is committed to promoting excellence in STEM
education. We are fortunate to have that same level of commitment to
excellence from you, as is evident from your legislative actions and
your continued interest in inspiring our youth to pursue STEM careers.
The hearing today reflects three overarching concerns: (1) the
conditions prompting student interest in and pursuit of careers in
science and engineering; (2) the circumstances enhancing excellence in
teaching and learning in STEM; and (3) the tools, resources, materials
and technologies linked to effective STEM teaching and learning. Over
the years, NSF has funded projects addressing all three areas. It has
also aggregated information on STEM education, drawn from activities
funded by other agencies and foundations as well as by NSF. That
information provides a useful backdrop for this hearing on student
interest, teacher enhancement, and high-quality resources. This
testimony generally does not address the criteria laid out in the ACC.
What we think we know about students:
Course-taking, not mere interest, contributes to STEM
learning. The completion of challenging courses has links to
performance, particularly on tests of achievement. The evidence
is especially strong in the case of pre-college mathematics.
Enrollment in advanced courses during the secondary
school years influences the selection and completion of STEM
majors during college.
Nationally, the trend is toward greater participation
of secondary school students in advanced mathematics and
science courses.
What we think we know about teachers:
Students learn more from mathematics and science
teachers who have strong content knowledge and pedagogical
skills than they do from teachers who lack these attributes.
The skills are more often found among experienced than novice
teachers.
Most mathematics and science teachers in public
middle and high schools participate in professional development
activities.
Teacher effectiveness rises with a less chaotic
environment, greater support from administrators and
colleagues, and more adequate teaching and learning resources.
Students
NSF's STEM education research and development portfolio underpins
these overall general findings and offers insights into the processes
under-girding them. The Longitudinal Study of American Youth (LSAY) is
quite relevant to the issue of student interest, performance, and
achievement. Launched in 1989, the LSAY has tracked pre-college
students over time to determine their interest in mathematics and
science and the subsequent choices they make. Table 1 is a summary of
attitude changes among high school students. It shows that in general
students are no more likely to like or dislike science and mathematics
than they are other subjects, as evidenced by similar mean scores.
The LSAY results suggest a positive relationship between an
individual's attitude toward science during high school and choice of a
STEM major in college (see Table 2). The level of interest in science
was assessed among students in grade 10, and their college major
determined subsequently. Those expressing the highest level of interest
(score: 4) were more likely to have chosen a STEM major than were
students uninterested (score: 0) in science. It is worth noting that
most students chose non-STEM majors, regardless of the evaluations of
science they had made earlier. Attitudes alone do not shape career
trajectories.
Based on our experience we believe that persistence in a STEM major
is affected by:
Bridge programs in the summer before the first year
of college to enable at-risk students to gain the academic
skills necessary to compete successfully at the college level;
Changes in pedagogy and content of first-year STEM
gateway courses that allow all students to master content and
improve their ability to think critically and independently;
Redesign of early mathematics sequences so that
students deficient in mathematics can reach mastery levels;
Opportunities for first- and second-year
undergraduates to participate in authentic research;
Initiatives that provide students with advice about
the careers available to STEM majors, the kinds of interests
and skills required in these careers, and the preparation
necessary for the careers; and
Mentoring programs involving both peer mentoring and
faculty mentoring that encourage students to continue with
their majors and that provide individualized guidance for
navigating through these demanding STEM majors.
Teachers
NSF has invested heavily in research and development programs to
improve the knowledge, skills, and performance of teachers at all
levels. Initial NSF results show that others have picked up this
research and have investigated at large scale such as ExxonMobil
mentioned below. The investments are particularly noteworthy in
reference to professional development.
Efforts to gauge the impacts of professional development have been
constrained by a lack of instruments to measure teacher knowledge.
Attempts to understand the relationship between teacher knowledge and
student learning have been similarly limited. To address this need, the
NSF's Math and Science Partnership program has funded many projects
such as the examples below that have produced measures of knowledge
that are being used widely.
The Assessing Teacher Learning About Science Teaching (ATLAST)
project is such an example. The project developed a program on force
and motion for high school teachers and a test (ATLAST) to measure
teacher learning of the fundamental concepts. Subsequently, the
teachers tested their ninth grade physics students before the students
were taught the concepts and reassessed them following a unit of
instruction. The outcome: the higher the teacher's score, the greater
the change in the scores of their students. ATLAST warrants attention
not only because it fosters and measures learning by teachers, but also
because it relates such learning to the performance of students.
On mathematics learning, the study, Learning Mathematics for
Teaching (LMT), merits notice. The study developed an instrument called
Mathematical Knowledge for Teaching (MKT) to measure the mathematical
knowledge and skills of teachers. It then tested the performance of the
students. The outcome revealed a positive relationship between the
performance of the teacher on the MKT test and the performance of his
or her students. This outcome was obtained even when the study took
into account the performance of the students on prior tests and
differences in the backgrounds of the teachers and their schools. The
LMT study later videotaped lessons from mathematics classrooms and
scored the quality of the instruction, as evident in the absence of
mathematical errors, the use of mathematical justifications and
explanations, and the teachers' skill in representing the work of
students. The instruction judged to be of higher quality occurred among
teachers with higher scores on mathematical knowledge for teaching.
The LMT study reinforces a result other research has uncovered:
teaching effectiveness depends on an ability to translate knowledge
into quality experiences for students. One such investigation comes
from the Alliance for Improvement of Mathematics Skills, Pre-K-16, a
partnership that includes Del Mar Community College, Texas A&M
University-Kingsville, and nine independent school districts in South
Texas. Over a two-year period, approximately 250 teachers participated
in more than 30 hours of professional development, typically through
mathematics-focused institutes. An observational study of teachers who
participated in the institutes showed a sharp decrease in their use of
``teacher-directed'' instruction (lecture) in favor of a more
``student-centered'' learning environment. Such an environment related
positively to measures of student engagement.
A project funded at the University of Miami offers possibilities
for closing the gaps still found in achievement between population
groups. The program provided teachers with professional development
workshops, and new mathematics and science instructional materials
designed for English language learners. Measures taken before and after
the instruction showed changes in science achievement that reached
statistical significance. Likewise, performance in mathematics,
measured on a statewide mathematics test, indicated greater improvement
for the students given the specialized instruction than for a
comparison group. It should be noted that both groups consisted
overwhelmingly of students from economically disadvantaged backgrounds.
Additional NSF programs designed to strengthen STEM teaching
include Discovery Research K-12, with its emphasis on improving
knowledge about teaching and learning; Geoscience Teacher Training
(GEO-Teach), created to identify strategies of effective pre- and in-
service preparation for Earth science teachers; and the Physics Teacher
Education Coalition, a project focused on increasing the quality and
numbers of teachers in physics and other physical sciences. Past
investments by NSF in teacher preparation have led to new models, such
as the UTeach program at the University of Texas, now being replicated
with ExxonMobil support. This model gives center-stage to master K-12
teachers who take the lead in designing and teaching pre-service
courses.
Tools
NSF funded research has produced materials and resources to
accelerate student learning. Those materials in turn have been assessed
in educational settings at various scales as noted below, to determine
their viability as classroom tools. Among the tools NSF has supported
are:
The Cognitive Tutor, a software package that provides
personalized instruction for the individual student. The
development work on The Cognitive Tutor began in 1980 and
continued into 2003 funded through more than 20 awards from
programs across the Foundation. Tutors using the software are
now reaching over 500,000 students in 2600 schools.
Evaluations, using very rigorous designs to assess impact, have
shown that the tutors do in fact improve learning. Indeed, the
consistently replicated results have made The Cognitive Tutor
one of only a few approaches the Department of Education
includes in its What Works Clearinghouse. Importantly, the
positive effects appear in rural as well as urban settings, in
schools with at-risk students and more advantaged ones, and
among honors students in addition to English language learners.
SimCalc Math World, consists of text materials and
software for computers, and calculators for teaching core
algebra concepts. SimCalc has its roots in research funded by
the Directorate for Computer and Information Sciences in 1980.
The software development began with an award granted in 1993.
In the summer of 2005, SRI International began a rigorously
designed randomized controlled experiment with 151 7th and 8th
grade teachers and thousands of students from all over Texas.
The project compared a SimCalc replacement to existing 7th- and
8th-grade pre-algebra curricula. In both grades, the use of the
SimCalc curriculum and technology resulted in greater student
learning gains, especially for advanced aspects of
proportionality, rates, and linear functions that are required
for further STEM learning. The findings were robust across
variations in regional demographics, school poverty levels,
student ethnicity and gender, and with teachers having
differing attitudes, beliefs, and backgrounds.
Students of teachers who implemented SimCalc's integrated
curriculum and software materials learned more advanced
mathematics than did students given other instructional
materials. The project's findings demonstrate how society can
harness the dynamic capabilities of technology to expand access
to advanced mathematics, and accelerate students' progress
towards STEM careers.
Engineering is Elementary, a curriculum for
elementary school students, was developed by the informal
science community. The curriculum integrates engineering and
technology concepts and skills with elementary science topics.
In addition, it has connections with reading skills,
mathematics, and social studies. Studies show that children
using the Engineering is Elementary materials gain in their
understanding of engineering and science topics, compared to
children not using the materials. In addition, children in the
experimental group come to know what engineers do and what
technology entails.
The curriculum and the research associated with it delve
into an area explored only infrequently: how children at young
ages think about engineering concepts. The body of work not
only illuminates this area, but also outlines ways in which
teachers can draw upon the knowledge and assumptions children
possess. Initial research suggests that this approach has been
successful in helping young children envision themselves as
engineers.
I have presented thus far projects and outcomes centered on STEM
learning in formal settings. But NSF recognizes and supports work in
the informal sector as well. For example, a museum-based enrichment
program tracked past participants who had completed at least one year
of the program between 1992 and 1997, and found that for the people
pursuing careers in health and other STEM fields, mentors and exposure
to job skills were key elements to their job choice. With this finding
in mind, 29 Innovative Technology Experiences for Students and Teachers
(ITEST) projects currently match students with mentors, and all ITEST
projects offer opportunities to develop job skills that students can
take with them beyond the ITEST experience. Informal Science and
Education (ISE) youth projects also use this strategy to build student
exposure to STEM careers.
NSF takes pride in the work that it has supported and the gains in
student and teacher learning that are a result of those investments.
However, there is substantially more work to be undertaken. To ensure
continued progress, NSF stands ready to act in partnership with other
federal agencies, such as the Department of Education, business and
industry, professional associations and of course, policy-makers. The
quality teaching and learning that the Nation needs--that our youth
need--depend on us all.
Biography for Cora B. Marrett
Dr. Cora B. Marrett is the Assistant Director of the Directorate
for Education and Human Resources (EHR) at the National Science
Foundation (NSF). She leads the NSF's mission to achieve excellence in
U.S. science, technology, engineering and mathematics (STEM) education
with oversight of a budget of approximately $825 million and a staff of
150. EHR is the principal source of federal support for strengthening
STEM education through education research and development (R&D).
Dr. Marrett currently co-chairs the Subcommittee on science,
technology, engineering and mathematics Education of the National
Science and Technology Council, Committee on Science.
Prior to her appointment at the NSF, Dr. Marrett served as the
Senior Vice President for Academic Affairs in the University of
Wisconsin System. Her NSF position is in conjunction with the UW-
Madison Department of Sociology, where she remains a tenured faculty
member.
Earlier, she held the post of Senior Vice Chancellor for Academic
Affairs and Provost at the University of Massachusetts-Amherst.
Her current position represents a return to NSF. She served at NSF
as the first Assistant Director of the Directorate for Social,
Behavioral and Economic Sciences. She received the NSF's Distinguished
Service Award for her leadership in developing new research programs
and articulating the scientific projects of the directorate. Dr.
Marrett also served as the initial chair of the Committee on Equal
Opportunities in Science and Engineering (CEOSE).
In addition to her faculty appointment at the University of
Wisconsin-Madison, she has been a faculty member at the University of
North Carolina and Western Michigan University.
Dr. Marrett holds a B.A. degree from Virginia Union University, and
M.A. and Ph.D. degrees from UW-Madison. She has an honorary doctorate
from Wake Forest University. She is a Fellow of the American
Association for the Advancement of Science, the American Academy of
Arts and Sciences, and Sigma Xi, the Science Research Society.
Dr. Marrett received the Erich Bloch Distinguished Service Award
from the Quality Education for Minorities (QEM) Network, given annually
to an individual who has made singular contributions to the advancement
of science and to the participation of groups under-represented in
science, technology, engineering and mathematics. She is widely
published in the field of sociology, and has held a number of public
and professional service positions.
Mr. Hall. At this time we'll hear from Mr. James Henry
Russell. Stay as close to the five minutes as you possibly can.
STATEMENT OF MR. JAMES HENRY RUSSELL, SUPERINTENDENT OF
SCHOOLS, TEXARKANA INDEPENDENT SCHOOL DISTRICT, TEXARKANA,
TEXAS
Mr. Russell. Yes, sir.
Ranking Member Hall, Chairman Gordon and Congressman Ross,
what a privilege it is to be here today. Not only to testify,
but what a privilege this whole day has been for the Texarkana
Independent School District and so many of the great things we
have going on here. Not just here but in this community. As
Congressman Hall mentioned earlier, I have been Superintendent
now for a year and my mentor and trainer for the last ten years
has been Dr. Larry Sullivan.
I'll give you a warning sign of when you have great things
coming in a community. About four years ago, Dr. Sullivan and
Dr. Steven Hensley, President of TAMU-Texarkana, started having
lunch together quite often. For the staff that works under
them, that can be a scary thing because while they are great
leaders and visionaries, they're also great delegators, and we
knew there was quite a bit of work to come.
People keep asking how this school district appeared, and
I'll tell you it is because of these two great visionary
leaders, the incredible Morriss family that made such a
generous donation, and an entire community that not only
supported this school district along with everything else--our
community demands this type of school district.
We talk about importance of STEM education and why it's
important. I really enjoyed reading Bill Gates' testimony
earlier talking about the two million new jobs that will be
created in the future. It is our job to make sure the students
of today are ready for those two million jobs that are coming
in the future. STEM in our Texarkana community is really doing
well. We actually started off at the high school level a few
years ago. In fact, the Dean of the Engineering Program at
TAMU-Texarkana, Dr. Doug Green, started teaching classes at
Texas High School. The classes then moved to Morriss Elementary
last August. That started last August, which you're seeing
today. Then starting off this fall we will be starting with our
sixth grade at a part of the academy of Texas Middle School, so
it has STEM in Texas I.S.D. as well.
Motivation is how we got to this school. My favorite
professor, Dr. Rosanne Stripling to my left, always taught me
about motivation and that you must have the needs of the
community if you're going to be successful. So, we started with
a Blue Ribbon Committee several months ago and found there was
definitely a need for more engineers and more mathematicians,
not only in this community but in this world. So, we had that
grass roots support from the start, and it wasn't hard to build
and move forward.
Keeping students motivated in STEM, well I think you have
just done that for us today. Among the 396 students that all of
you have touched today, I guarantee you each of these kids is
going home today wanting to be an astronaut or mathematician or
a scientist and believing that they can be. This is so
important with our students today, and we know they can do
this.
One of the major problems that limit the performance of
students and teachers is finding qualified science and math
teachers that will come to your schools and stay in your
schools is a huge issue. There are so many opportunities in the
corporate world it's really hard for school districts to
compete to find these master teachers, and as we all know your
staff is what gets things done. Teachers that love to teach and
have the passion and drive and competence in this area is, in
my opinion, the key number one issue. Motivating the kids is
really not hard. You just need the facilities, the teachers and
the programs.
Some important things that the Federal Government has done
and can do, providing a grant for another top-notch facility
like this, we definitely would not turn down. We are proud to
say this facility was totally built with local money, and we
did not raise taxes to do it. So, there's no federal money
involved here. It was a local effort, and we're proud of the
facility. The Federal Government has been instrumental in
different teacher training. You heard Dr. Marrett mention that.
Again, our teachers are so important in making sure that we
have the top ones. It is very important. And also curriculum.
The National Science Foundation supports the Museum of Science
in Boston. Actually, if you walked around the school today, you
would see curriculum from the Museum of Science in Boston
funded through the National Science Foundation at work. We just
placed a large order and we could use more and more.
We have all sorts of cooperative programs with A&M on
developing curriculum. Dr. Stripling, I know, will talk about
that more. Dr. David Allen who is probably in the room today,
has a lot of instrumental programs that help train our
teachers.
I'm going to move to my closing now and stay close to that
five minutes, and I'm actually going to stray away from STEM
for just a minute. Rick Sandlin is another key reason why this
school has been so successful; his is a great individual and
has a great staff.
I've got seven other elementary principals sitting behind
me that are just having to hold onto their chairs to keep from
standing up and screaming, come see what I'm doing in various
other areas.
What we need is great education. What we need are
passionate good leaders and passionate good teachers to show
the kids that they can do absolutely anything. Give those basic
skills. Align with a great college like Texas A&M University,
so the kids see much farther than today. So, in closing, again,
thank you so much for being here. Thank you for honoring us and
our kids. Thank you for showing our kids what their future can
be if they continue to work hard. I'll be happy to answer any
questions. The real experts are sitting not too close behind me
to whisper me the answers when I need it.
Mr. Hall. They're good to have, aren't they?
[The prepared statement of Mr. Russell follows:]
Prepared Statement of James Henry Russell
1. What is the overall state of STEM education in Texarkana?
We are excited about science, technology, engineering, and
mathematics education in the Texarkana Independent School District. Our
goal is to offer challenging mathematics and engineering concepts by
providing a rigorous and seamless STEM curriculum.
The Martha and Josh Morriss Mathematics and Engineering Elementary
School is a state-of-the-art facility that serves as a national model
for how young children can become engaged and educated in mathematics
and engineering.
At Texas Middle School we will provide these opportunities through
our new Math, Science, and Engineering Academy. This academy, designed
for sixth grade students, is a model that will be extended to seventh
and eighth grades during the next two years.
Students at Texas High School may earn both high school and college
credits in a myriad of courses, including 38 semester credit hours in
math, science, and engineering.
The following value-added elements are included in our STEM
program:
Engineering Encounters/Academy Showcases--cross grade
level, theme-based authentic assessment projects completed and
presented by students to the public;
An engaging engineering curriculum supported by the
National Center for Technological Literacy and the Museum of
Science, Boston;
A math curriculum in which the K-8th grade and
Algebra I Texas Essential Knowledge and Skills (TEKS) are
accelerated;
Dual credit courses, including advanced mathematics,
science, and engineering;
Extended school-year enrichment activities, such as a
two-week summer Circuitry Camp and after-school Robotics.
Why is it important for all students to achieve proficiency in these
subjects?
In an increasingly technological society, it is imperative for
students to achieve proficiency in science, technology, engineering,
and mathematics. Student proficiency is necessary to close the gap
between participation and success in secondary and higher education in
a manner that effectively addresses a growing professional and career
demand. As Bill Gates recently testified before the House Committee on
Science and Technology, statistics project two million job openings in
science, technology, engineering, and mathematics-related fields by
2014. The decline in students pursuing STEM-related careers could
stifle innovation and economic growth. In the words of the STEM
Education Coalition, ``We believe that excellence in STEM education at
all levels, among all populations, is vital to our nation's long-term
economic prosperity, global competitiveness, and homeland security.''
2. What was the motivation behind establishing the Martha and Josh
Morriss Mathematics and Engineering Elementary School?
A growing gap between the supply and demand for professionals in
engineering and mathematics careers has alerted stakeholders across the
Nation. At the national level, resolution of this dilemma has been
identified as a federal priority via appropriation of the Science,
Technology, Engineering, and Mathematics (STEM) project and the
American Competitiveness Initiative unveiled by President Bush in his
January 2006 State of the Union Address. Texas Senator Kay Bailey
Hutchison publicly recognized the growing need for engineering
education and research in Texas when she announced the creation of the
Texas Academy of Science, Engineering, and Medicine in San Antonio in
January 2004. The regional need for more engineers was documented in
the late 1990s when Texarkana area businesses (e.g., International
Paper, Domtar Paper Mill, and Alcoa) identified the need for an
engineering program at Texas A&M-Texarkana as the number one community
priority. The need for more regionally available engineers, coupled
with the need for an increase in the quantity and quality of United
States grown and educated engineers, sparked the development of the
Texas A&M University-Texarkana--Texarkana ISD K-16 Engineering
Collaborative.
Although the effectiveness of a K-16 engineering collaborative as a
means of ameliorating the supply and demand gap of engineers is a very
logical, research-based approach, a comprehensive search has not
identified another partnership of this kind across the United States.
The Texas A&M University-Texarkana--Texarkana ISD K-16 Engineering
Collaborative is a unique, sustainable, and replicable model that sets
a gold standard for public schools and universities.
What role did parents, the community and local businesses play in the
establishment of this school?
In January 2005, Texarkana ISD convened the first meeting of the
Blue Ribbon Committee, a group of parents, community and business
leaders, and school district representatives. This panel's purpose was
to review the school district's facilities, finances, and curriculum,
and to make recommendations concerning future plans for the district.
Following a series of planning sessions, the committee recommended the
establishment of a new elementary school, a school that would become a
national model for K-16 collaboration in how young children can become
engaged in and educated for careers in mathematics and engineering.
The first concrete step to this concept becoming a reality occurred
in spring 2006 when the Josh Morriss, Jr. family donated 10.6 acres of
land near the new 375 acre Texas A&M-Texarkana campus site for the new
elementary school.
Along with the contributions of the Blue Ribbon Committee and the
Josh Morriss, Jr. family, Texas A&M University-Texarkana became an
integral partner in the school's development. The University's
involvement included consultation in the floor plan and architectural
design, in integrated curriculum development, and in professional
development for teachers.
Is there a plan in place to keep these students motivated in STEM
subjects as they make the transition to middle school and on to high
school?
Texas A&M University-Texarkana and Texarkana Independent School
District have established a vertically aligned kindergarten-16
engineering education collaborative that will be executed at four
levels:
1) A K-5 public elementary school (Martha and Josh Morriss
Mathematics and Engineering Elementary School) that provides a
mathematics and pre-engineering integrated curriculum,
Engineering Encounters (student-led, hands-on experiences
shared with parents and the community), and pre-engineering
thematic units (i.e., structures, forces, and gears) at each
grade level (opened in fall 2007)
2) The Math, Science, and Engineering Academy, a pre-
engineering school-within-a-school at Texas Middle School
(planned for fall 2008)
3) Selected mathematics and science courses with pre-
engineering content enrichment and dual credit engineering
courses at Texas High School (fall 2006)
4) A choice of three engineering related programs of study at
Texas A&M-Texarkana: BS in Computer and Information Sciences
(fall 2005), BS in Electrical Engineering (planned for fall
2008), and BS in Mechanical Engineering (planned for fall
2010).
3. What are the major problems that limit the performance of students
and teachers, and what do you feel is the single, most important step
that the Federal Government should take to improve K-12th grade math
and science education?
The major problems that limit the performance of students and
teachers in STEM education are centered around the lack of educational
focus on STEM. Traditionally, teacher training in STEM has been
limited; therefore, teachers often do not have confidence in their own
STEM background knowledge and skills. This limitation leads to a
deficiency in student awareness and interest in STEM career fields. In
addition, instructional resources for STEM courses are costly, and
funding is minimal. Finally, very few, if any, national models of
successful, aligned STEM programs exist.
The most important step the Federal Government should take to
improve K-12th grade math and science education is to provide strong
support for STEM teacher professional development. Research
consistently shows that the single most important factor in student
achievement is teacher quality. We urge the Federal Government to
provide grants and other financial assistance directly to school
districts and to other public educational entities that have identified
needs and priorities in the area of STEM education.
What involvement have you had with math and science education programs
at the National Science Foundation or other federal agencies as well as
those in the State of Texas?
The Texarkana Independent School District has been involved with
the following STEM programs:
East Texas Regional Collaborative for Excellence in
Science Teaching--a continuing project funded since 1997;
offered through grants from the Texas Regional Collaboratives
for Excellence in Science Teaching
Teacher-to-Teacher Initiative--designed by teachers
for teachers in order to provide technical support,
professional development opportunities, and recognition for
teachers of all content areas and grade levels; offered through
the U.S. Department of Education
The East Texas STEM Center--a federal program
designed to improve instruction and academic performance in
science- and math-related subjects at Texas high schools;
offered through a T-STEM federal grant
The Teacher Quality Grants Program--a federally
funded effort providing grants to higher education institutions
and nonprofit organizations; offered through the Texas Higher
Education Coordinating Board and the Charles A. Dana Center
What are the most important and effective components of these programs?
These programs focus on sustained professional development in both
STEM content and in research-based instructional strategies for
teachers. All three programs rely on federal and State funding to
provide opportunities for professional development. The programs
provide crucial support for teachers in preparing students for college
and for entry into STEM career fields.
Biography for James Henry Russell
EDUCATION
- Superintendent Certification, Summer 2005
- Principal Certification. anticipated December 2004
- Masters in Education Administration, anticipated December
2004-Texas A&M University, Texarkana
- Certified Public Account (CPA) Certification, 1994
- BBA in Accounting, 1992-Texas A&M University, College
Station, Texas
EMPLOYMENT
Texarkana Independent School District, 4241 Summerhill Road, Texarkana,
TX; 903.794.3651
Texarkana ISD is an urban school district located on the Texas-
Arkansas border. The District has seven elementary campuses, one middle
school, and one high school with a combined student enrollment of
approximately 6,000 students, served by over 800 employees.
Formaily Named Superintendent of Schools August 14, 2007. Mr. Russell
is a lifelong resident of Texarkana, an honor graduate of Texas High
School with a Bachelor's degree in accounting and a Master's in
Education Administration from Texas A&M University. He is a Certified
Public Accountant with Principal and Superintendent Certifications. He
began his career with TISD in August 1994 as Food Services Comptroller.
A year later, he moved into the position of Director of Purchasing for
three years, following by Directors of Purchasing & Support Services
where he remained until 2003 when he was named Assistant Superintendent
for Business & Support Services. He was named Deputy Superintendent in
October 2006.
Assistant Superintendent for Business and Support Operations--(May 2003
to October 2006)
- Generate and manage an annual budget in excess of $40
million
- Manage all financial resources of the school district,
including cash flow and investment system, debt financing
- Supervise all business and support operations with the
following departments: Purchasing, Accounting, Technology,
Transportation, Maintenance, Security/Police, Management
Information Systems (MIS). Food Service, and Security/Police--
consisting of over 400 employees
- Direct all district construction projects, including current
additions and improvements to Texas High School ($13 million)
- Serve on the Superintendent's Cabinet in an advisory role
for all district operations and long-range planning
Director of Purchasing and Support Operations--(February 1998 to May
2003)
- Supervised Maintenance, Transportation, Food Service,
Security, Custodial and Grounds Departments
- Managed the district warehouse inventory system and central
warehouse operation
- Oversaw $30 million in construction projects including the
new Texas Middle School ($25 million) and improvements and
additions to seven elementary campuses ($9 million)
- Participated in the development, implementation and
management of a health benefit trust and partially self-insured
health plan
- Developed a profit-oriented venture with other school
districts to operate their food service division
Director of Purchasing and Food Service Comptroller--(December 1994 to
February 1998)
- Supervised the Food Service department
- Developed district purchasing guide
- Responsible for all district purchasing activities
- Automated warehouse inventory system
- Negotiated with vendors for cost savings and efficiency
Food Service Comptroller--(August 1994 to December 1994)
- Implemented district-wide point-of-sale system
- Instituted computerized inventory system
- Generated monthly financial statements by campus
- Developed accounting control system
Thomas & Thomas, Certified Public Accounts and Regional Accounting Firm
Staff Accountant--(June 1992 to August 1994)
- Conducted audits for corporations and for-profit and non-
profit organizations
- Prepared corporate and personal tax returns
- Consulted with businesses on financial efficiency and tax
laws
CIVIC AND PROFESSIONAL, ORGANIZATIONS
CURRENT
Texarkana Chamber of Commerce--President Elect
Texarkana Chamber of Commerce--Board of Directors Member
Texarkana Community Foundation--Youth Advisory Council Adult Sponsor
Texas Association of Public Schools--Board Member
Williams Memorial Methodist Church--Chairman, Board of Trustees and
Member, Building
Committee and Finance Committee
Leadership Texarkana--Board of Directors Member
American Institute of Certified Public Accounts--Member
Texas Society of Certified Public Accounts--Member
FORMER
Oaklawn Rotary Club--President
Greater United Way of Texarkana--Chairman
Awareness of Crime--Board Member
United Way of Texarkana--Executive Board Member
Texarkana Junior League--Advisory Board Member
Today's Youth, Tomorrow's Leaders--Curriculum Chairman, two years
Texarkana Volunteer Center--Board Member
American Heartwalk and Relay for Life--Logistics Chairman
Susan G. Komen Texarkana Race for the Cure--Volunteer
Leadership Texarkana--Graduate
Girl Scouts of Conifer Council--Advisory Board Member
COLLEGE ORGANIZATIONS
Beta Gamma Sigma--Business Administration Honor Society
Beta Alpha Psi--National Accounting Honor Fraternity
Accounting Society
PERSONAL INFORMATION
Mr. Russell is married to Rosemary Reed Russell, and they are
active members of Williams Memorial United Methodist Church. Mrs.
Russell is also a teacher in Texarkana ISD. They have three children--
Madeline-12, Colleen-9, and Reed-6.
Mr. Hall. Okay, before I ask Rosanne Stripling to begin,
let me recognize others that had a part in bringing this day to
fruition. Our mayor Dr.--Mayor Brown, stand up please and let
us recognize you. Thank you. He was here. How about our new
mayor, Steve Mayo?
Voice. They're out working.
Mr. Hall. They're out there cutting taxes and filling
potholes, Right. All right, Rosanne Stripling, you're going to
have to give us in five minutes a good reference as to where
these two gentlemen are and what they're doing.
Dr. Stripling. That I can't do.
Mr. Hall. Let me recognize you. Before we do, let me
recognize Steven R. Hensley, too, who is our President of Texas
A&M. Where are you, Mr. President?
STATEMENT OF DR. ROSANNE STRIPLING, PROVOST AND VICE PRESIDENT
FOR ACADEMIC AFFAIRS, TEXAS A&M UNIVERSITY-TEXARKANA,
TEXARKANA, TEXAS
Dr. Stripling. Chairman Gordon, Ranking Member Hall,
Congressman Ross. It is indeed a pleasure and an honor to be
here this afternoon to engage in this very important
conversation, and specifically to share with all of you some
ways in which universities can actually work with communities
and their public schools to partner--to effectively partner in
achieving the stated goal of this hearing.
One of the components of the Texas A&M University Texarkana
Institutional mission is service to the Northeast Texas region.
The preparation of teachers for area schools was one of the
very first manifestations of this commitment and continues to
be a major emphasis today.
During the past ten to fifteen years, partnerships have
grown to include new programs and initiatives as well as the
expansion of existing programs to new size. Several examples,
including those relating to STEM, are described in my written
testimony which I know you have a copy of.
One of the most notable partnerships, however, is the
regional and national award winning Westlawn Professional
Development School, a collaborative effort between Texarkana
I.S.D. and A&M-Texarkana that have purchased professional,
educated preparation from a very unique, research-based medical
model design. Success of the Westlawn PDS set the stage for the
university's next major collaborative with the Texarkana
I.S.D., the Martha and Josh Morriss Elementary School for
Mathematics and Engineering.
The three main categories of collaboration between the
university and the I.S.D. were No. 1, facility planning; No. 2,
integrated curriculum development, and No. 3, teacher training.
Let me briefly describe our collaborative efforts in each of
these areas.
A&M-Texarkana engineering faculty work with Texarkana
I.S.D. administrators and their architects in the conceptual
design of the building providing consultants, consultation
regarding the size, proximity and utilization of space, as well
as the inclusion of engineering and mathematics value-added
elements.
Faculty and administration within the College of Arts and
Science and Education worked collaboratively with
representatives from the Texarkana I.S.D. curriculum department
to envision and create a frame work for the new school's K-5
curriculum. After much research and discussion the team
determined that the State core curriculum would be expanded to
include discreet engineering courses at each grade level and
delivered via an integrated approach to engineering or
mathematics to ensure that those concepts would be threaded
throughout all of the other subjects the students were taking.
Delivery of curriculum would be student-centered and
project based, with assessment of student mastery of the
curriculum being heavily dependent upon authentic performance
measures. Now, after the integrated curriculum is outlined, the
Texarkana I.S.D. curriculum specialist and the A&M-Texarkana
faculty developed syllabi for two university graduate courses
that would be taken by all Morriss teachers during the summer
prior to the opening of the new school. One course addressed
the design or the content of the curriculum. The second course
addressed the delivery or the instructional strategies of the
integrated curriculum. Both courses were taught by Texarkana
I.S.D. curriculum specialists who were given adjunct faculty
status at the university.
Morriss teachers receive credit for both courses toward
their Master of Science degrees in curriculum instruction, one
of two requirements of all Morriss teachers who didn't possess
a Master's degree at the time of their assignment to the
school.
The other requirement is attainment of the Texas Master
Mathematics Teacher's certificate, a twelve-semester credit
hour program developed initially by A&M faculty for training of
Morriss teachers.
When fall of 2007 arrived there was really no question in
anybody's mind that the foundation for success was in place,
but we also knew that the implementation phase of the project
is always the most challenging, and that to declare and not
deliver would be worse than never declaring at all.
After what we've seen today at this extraordinary school,
is there any doubt in anybody's mind that shaping our future
science, technology, engineering, and mathematics leaders of
tomorrow can't be successfully accomplished through the
delivery of a rigorous curriculum in the primary grades that
initiates and sustains the engagement, curiosity and excitement
of young children in science and of mathematics.
In closing, there is nothing profound or complex about this
replicable model. It's the result of a gestalt of cooperation,
vision, tenacity, and courage, the courage to do what we know
is required to offer our children the chance to compete and
lead in tomorrow's world. Thank you.
Mr. Hall. I'm going to master this thing before everybody
leaves. We'll recognize Mr. Mike Leherr for five minutes.
Thank you, Dr. Stripling.
[The prepared statement of Dr. Stripling follows:]
Prepared Statement of Rosanne Stripling
Texas A&M University-Texarkana has had a long tradition of
partnering with area public schools. One of the components of our
institutional mission is service to the Northeast Texas region. The
preparation of teachers for area public schools was one of the first
manifestations of this commitment and continues to be a major emphasis.
During the past ten to fifteen years, partnerships have grown to
include new programs and initiatives, as well as the expansion of
existing programs at new sites. Noteworthy examples include:
The A&M-Texarkana Center on the Northeast Texas
Community College (NTCC) in Mt. Pleasant that provides upper
division course work for NTCC students who want to complete
their undergraduate degree and teacher certification program in
selected areas. The NTCC Center, in its fifth year, offers
students to opportunity to pursue a teaching certificate in EC-
4, EC-4 with special education, 4-8 mathematics, and high
school mathematics. The available options have broadened to
include additional teaching certificates in biology and a
degree in criminal justice. As a community college, NTCC's
mission focuses on serving graduates of local high schools as
well as citizens who live in the Northeast Texas geographical
area.
``Preparing Educators of Tomorrow'' (PET), an aide-
to-teacher program at Hallsville: The College of Arts and
Sciences and Education developed a partnership with Kilgore
Community College and public school systems in the Longview-
Hallsville area for the purpose of assisting school districts
to ``grow their own'' teachers. The first cohort that graduated
in 2007achieved a 100 percent passing rate on the State
certification examination (TExES), and the second cohort is on
schedule to graduate in summer 2008. The Hallsville ISD has
been a major partner in this effort, as evidenced by the
district leadership's willingness to provide classroom meeting
space and equipment for instruction.
Expansion of the master of education degree in
education leadership and principal certification program to
teachers in the Hallsville and Hughes Springs areas, via a Web-
enhanced format: In the fall of 2007, A&M-Texarkana expanded
the existing Hallsville partnership by adding a distance
education program in which educators at areas schools can
attain a Master's degree in education administration and
principal certification via a Web-enhanced format involving
face-to-face seminar and on-line components. The purpose of
this program is to increase the supply of quality principals
for area schools. The Hughes Springs and Hallsville ISDs
provide classroom space without cost to the University. During
spring 2008, 32 students are enrolled in both programs.
Westlawn Elementary Professional Development School
(PDS), a Texarkana Independent School District (ISD) elementary
school where A&M-Texarkana student teachers (teacher interns
employed by the district) work with master teachers (mentors)
in a clinical instructional setting during the fall and spring
semesters of the students' senior year. Two interns and a
master teacher at each grade level (K-5) are assigned to teach
approximately 45 students in a team teaching approach. An A&M-
Texarkana faculty member is assigned to the PDS as a university
liaison on a full-time basis for demonstration teaching,
delivery of integrated instruction of the university pedagogy
courses that the teacher interns are taking during their last
two semesters, and overall program supervision and management.
The Westlawn PDS won the Magna Award for Teaching Excellence
from the National Association of School Boards and the
Innovation in Teacher Education Award from the Southeastern
Regional Association of Teacher Educators in 2005.
Dual credit introductory engineering courses on the
Texas High School campus: A&M-Texarkana engineering faculty
have taught dual credit introductory engineering courses on the
Texas High School campus in the Texarkana ISD each semester for
the past two school years.
Instructional improvement consultant service to
select Texarkana ISD schools: During the 2003-04 academic year,
an A&M-Texarkana faculty member served as the Technical
Assistance Provider (TAP) to Dunbar Intermediate School, a low
performing Texarkana ISD elementary school to provide
consultant assistance and teacher professional development.
After the selection and implementation of a clinical reading
program, the campus attained and as continued to maintain
``Recognized'' status from the Texas Education Agency. The same
clinical instruction was expanded to the feeder early literacy
campus, Theron Jones, the following year with the same
exceptional academic results.
The Master of Science degree in curriculum and
instruction that provides sufficient flexibility for
surrounding school districts to tailor the graduate study of
teachers to meet district needs: The 36 semester credit hour
degree program includes an 18 hour curriculum core and 18 hours
from one to two areas of concentration agreed upon by the
student and advisor. By design, the degree is flexible enough
to allow local area high school teachers to acquire the 18
hours of content within a Master's degree that are required to
teach dual credit courses. Texarkana ISD began immediately to
scholarship approximately 20 of their teachers through the
program each year. Liberty-Eylau ISD followed quickly with up
to five scholarships per year. The two districts also pay for
the students' textbooks.
The Young Writers' Program, a program that has
offered thousands of area students the opportunity to
participate in a two-week, half-day writing activity each
summer. Approximately 150 students in grades two through twelve
who are recommended by their classroom teachers and selected by
a university committee participate each year. Program goals
are: (1) to identify students who show potential in writing and
encourage them to excel as writers, (2) to create a community
of writers and offer students the chance to work with
professional authors, (3) to provide students with the
opportunity to meet students from other schools who are
interested in writing, and (4) to provide students with the
opportunity to get their work published. Students have the
opportunity to write in various genres, including fiction,
nonfiction, and poetry. On the final day of the program,
parents and other guests attend a program featuring some of the
works written over the two-week period. Approximately 300
people usually attend. An anthology of the students' work is
then prepared, printed, and distributed to students during the
following school year.
Region VIII Education Service Center partnership in
which A&M-Texarkana faculty work collaboratively with ESC
personnel to train and certify elementary bilingual teachers
for area schools: In the past five to six years, the percentage
of limited English proficient (LEP) students in the Mt.
Pleasant area has grown significantly, and the need for
bilingual teachers has grown accordingly. To address this need,
A&M-Texarkana faculty developed and implemented a EC-4
Generalist with Bilingual Education certification program.
Faculty offer course work to students via face-to-face and
distance education formats. Participants spend from two to four
weeks at a partner institution in Mexico each May refining
their Spanish language skills.
For the past ten years, the Texarkana ISD has been A&M-Texarkana's
major public school partner. Consequently, when the Texarkana ISD Board
of Trustees approved the Martha and Josh Morriss Elementary School for
Mathematics and Engineering in 2004, the university faculty and
administration made an immediate commitment to assist the district with
this formidable project. The three main categories of collaboration
were facility planning, integrated curriculum development, and teacher
training.
Facility planning: A&M-Texarkana engineering faculty
worked with Texarkana ISD administrators and their architects
in the conceptual design of the building, providing
consultation regarding the size, proximity, and utilization of
space, as well as the inclusion of engineering and mathematics
``value added'' elements.
Integrated curriculum development: Faculty and
administration within the College of Arts & Sciences and
Education worked collaboratively with representatives from the
Texarkana ISD curriculum department to envision and create a
framework for the new school's grade K-5 curriculum. After much
research and discussion, the team determined that the Texas
curriculum standards (Texas Essential Knowledge and Skills)
would serve as the core curriculum, augmented by discrete
engineering courses at each grade level, and delivered via an
integrated approach in which engineering and/or mathematics
concepts would be threaded through all subjects. Delivery of
the curriculum would be student-centered and project-based,
with assessment of student learning relying heavily upon
authentic performance measures.
Teacher training: After the integrated curriculum was
outlined, Texarkana ISD curriculum specialists and A&M-
Texarkana faculty developed syllabi for two A&M-Texarkana
graduate courses that would be taken by all Morriss teachers
during the summer prior to the opening of the new school. One
course addressed the design (content) of the curriculum; the
other addressed the delivery (instructional strategies) of the
integrated curriculum. Both courses were taught by Texarkana
ISD curriculum specialists who were given adjunct faculty
status at the university. Morriss teachers received credit for
both courses toward their Master of Science degrees in
curriculum and instruction. All Morriss teachers who do not
already have a Master's degree at the time of assignment to the
school are required to obtain the degree, as well as the Texas
Master Mathematics Teacher (MMT) certification, a 12-semester
credit hour program developed by A&M-Texarkana faculty.
In addition to being a partner in the Martha and Josh Morriss
Elementary School for Mathematics and Engineering, A&M-Texarkana is
involved in other STEM activities:
East Texas Regional Collaborative for Excellence in
Science Teaching (http://www.tamut.edu/-allard/etrc/
etrcindex.htm): This program involves A&M-Texarkana, Texarkana
College, and pre-K-12 public school teachers in the Northeast
Texas geographical area. The primary focus is on the
improvement of science teaching with respect to teacher content
knowledge, pedagogy, and technology integration in the
classroom. Teachers receive a minimum of 105 hours of intensive
professional development per year. Other agencies or
institutions that have provided teacher development grants
include the Texas Higher Education Coordinating Board (Teacher
Quality grant program); the Texas Commission on Environmental
Quality, the Institute for Global Environmental Studies ESSEA
program, and the NASA-NOVA program.
Robotics Summer Camp for students held on the A&M-
Texarkana campus each summer: For the past three years, A&M-
Texarkana's Student Recruitment Group has received funds from
the Texas Workforce Commission to support the Robotics Camp,
designed to encourage high school and middle school students to
consider computer 8s information sciences (CIS) as a college
major. Instructors for the camp are drawn from A&M-Texarkana's
CIS professors and students. Attendees meet from 1 p.m. to 5
p.m. every afternoon for two weeks to learn the fundamentals of
robotics, robotics programming, robotics construction
techniques, and robotics trouble shooting. Camp attendance has
grown steadily over the past three years. In summer 2007, 24
students participated in the Camp. There is typically a rich
mix of minority students among the attendees. At the end of the
Camp, teams of attendees participate in a robotics competition
that receives regional news coverage.
Teachers' Robotics Workshop for pre-K-12 teachers:
A&M-Texarkana's computer and information sciences (CIS) program
has sponsored three workshops to demonstrate how robots can be
used as a teaching tool in pre-K-12 classrooms. Robotics
instruction and demonstrations are provided by professional
robotics instructors. Participating teachers are given access
to robotics kits throughout the year to enhance their knowledge
about the techniques presented in the workshop. Previous
workshops have been one day in duration and each has attracted
approximately 12 teachers. In summer 2008, the Teachers
Robotics Workshop will be expanded to two days.
A Saturday Programming Clinic to teach and refine to
teach and refine computer programming language skills of the
participants. A&M-Texarkana computer and information sciences
faculty initiated and operate the clinic meets on A&M-
Texarkana's campus each Saturday from 10 a.m. to 2 p.m. To
date, the clinic has served community college students and
members of the general public totaling approximately 25
participants. Next year, the clinic plans to actively recruit
high school students.
A ``think tank'' collaborative to develop replicable
models that can aggressively improve the success of public
school children in all aspect of STEM: For the past two years,
select members of the A&M-Texarkana faculty, the Texarkana ISD
leadership and curriculum staff, and City of Texarkana
leadership have collaborated with faculty from UT-Dallas,
Baylor University, Princeton University, and Texas State
Technical Institute in the analysis and selection of next step
initiatives to further the STEM agenda, utilizing the Texarkana
collaboration as a laboratory model.
National Science Foundation (NSF) Robert Noyce
Scholarship Program: Almost four years ago, A&M-Texarkana was
one of 17 universities awarded a first time Robert Noyce
Scholarship Program funded by the National Science Foundation
in the amount of $389,850 for four years. The purpose of the
Noyce Program is to provide scholarship assistance to talented
junior and senior mathematics and science undergraduate majors
who demonstrate financial need and who desire to earn their
teacher certification through the Bachelor's degree. STEM
professionals, who have a mathematics or science degree and
have been working in their field, may choose to enter A&M-
Texarkana's Alternative Certification Program (ACP) to earn
their teaching credentials and receive stipends through the
Noyce Program. Recruitment is specifically aimed at under-
represented racial minority and female students. The Noyce
Program has awarded 28 scholarships to date. Twenty-nine (29)
percent of the recipients are science majors and 71 percent are
mathematics majors. Seventeen (17) undergraduate students have
graduated and are fully certified mathematics or science
teachers while four STEM professionals have received their
teaching credentials for mathematics or science. Two additional
students will complete resident teaching in May and will
graduate in spring 2008, bringing the total number of graduates
to 23. The most effective component of this program is the
scholarship awards.
All of the initiatives described above, as well as those underway
in other collaboratives across the Nation, are certainly worthy efforts
in attempting to address the important mission so eloquently stated in
the title of this hearing--Shaping Our Future Science, Technology,
Engineering and Mathematics Leaders of Tomorrow By Inspiring Our
Children of Today. However, much more is needed. . .. Although the
United States may be a world economic and political power in many
aspects, data support a widely held concern that our students are not
leading the way in science, technology, mathematics and engineering. I
propose that this lack of achievement is primarily a function of what
happens in schools, not limitations inherent within the students.
Research supports the proposition that students from all demographic
groups learn at higher rates when the curriculum objectives are clear
and measurable, effective teaching methods are utilized, and formative
and summative assessment data are routinely translated into feedback
for instructional improvement. A final requirement is that all major
stakeholders have and communicate high expectations that all students
can learn the objectives at a high degree of mastery.
In the areas of mathematics and science, achieving this lofty goal
involves the delivery of a rigorous curriculum in the primary grades
via pedagogy that initiates and sustains the engagement, curiosity, and
excitement of children--i.e., student-centered activities; meaningful,
real-world applications; discovery learning; and challenging projects.
It is critical that students develop a strong sense of confidence in
their ability to ``do'' mathematics and science at an early age. This
self-confidence promotes the further pursuit of rigorous course work in
the middle and high school years that forms the foundation for a strong
internal locus of control regarding their ability to choose and
experience success in challenging careers in mathematics or science.
Reversing a student's negative attitude toward and failure to thrive in
science or mathematics that has developed in elementary school is
extremely difficult to accomplish during the middle years and almost
impossible by the time a student arrives on the high school campus.
Elementary teachers charged with this incredibly challenging but
important task of hooking children to mathematics and science in the
elementary years are, for the most part, doing their best, considering
their limited formal training. Many teachers lack the content knowledge
themselves and the pedagogy skills to make mathematics and science come
alive for students and, therefore, to promote high levels of student
curriculum mastery. A review of elementary teachers' college
transcripts as well as university teacher certification plans typically
reveals few mathematics/mathematic education and science/science
education courses. Further, many elementary teachers self report a lack
of interest, preparation, or confidence in their ability to teach
mathematics or science.
The first step to improved student achievement in mathematics and
science is building the capacity of teachers by increasing their
content knowledge and broadening their skill sets in delivering a
rigorous, but compelling and engaging curriculum. Although important at
all grade levels, an urgency must be placed at the elementary level
because of the greater teacher need, exacerbated by the criticality of
making the student mathematics and science ``connection'' in the early,
impressionable years. The solution to accomplishing this goal involves
several approaches, ideally implemented simultaneously:
a. Redefine teacher education to require additional science
and mathematics content and pedagogy course work;
b. Strengthen the knowledge and skills of existing teachers
through professional development via summer institutes,
specific topic seminars, graduate degree and certificate
programs (such as the MMT), and professional learning
communities;
c. Refine and expand the knowledge base of ``what works'' in
mathematics and science education through applied and action
research. Disseminate the results far and wide;
d. Increase the number of mathematics and science teachers by
awarding four-year comprehensive scholarships to highly ranked
teacher education institutions;
e. Require an aligned delivery system at the high school and
university level that has a proven high probability of
producing teachers prepared to teach the advanced academic
courses necessary for students to compete in a world economy.
Random delivery of a non-aligned curriculum at university level
will continue to produce teachers that are often ill prepared
to deliver the richness of advanced mathematics, science, and
engineering curriculum to our youth.
The Federal Government can certainly help to actualize these
efforts by establishing expectations and continuing to offer
competitive funding opportunities to increase the effectiveness
(knowledge and skills) of new and existing teachers.
If we are to attract, educate, and retain the critical mass of
talent necessary to keep the State of Texas and the country as a whole
at the forefront of research, development and ground-breaking advances
in science and technology, we must take decisive steps toward that end.
In addition to those already cited, the following initiatives should be
considered:
a. Increase the number of doctoral/post-doctoral fellowships
to promote increased numbers of terminal degree prepared
university faculty to support larger and/or additional
university undergraduate and Master's level programs,
increasing the probability that all students who meet entrance
requirements and have the desire to pursue a degree in science,
mathematics, technology, and/or engineering can do so;
b. Increase the number and dollar amount of funded research
grants and undergraduate, as well as graduate university
scholarships in critical mathematics, engineering, and science
fields;
c. Develop and implement strong information, advising, and
marketing programs for science, mathematics, technology, and
engineering careers in middle and high schools, targeting
females and racial minority students; and
d. Enlarge the pipeline of students who are prepared to enter
college and graduate with a degree in science, mathematics by
increasing the number of students who pass Advanced Placement
(AP) and International Baccalaureate (IB) science and
mathematics courses.
From the National Academies of Science and Engineering:
a. Provide a federal tax credit to encourage employers to make
continuing education available to practicing scientists and
engineers;
b. Improve the visa processing for international students and
scholars (Complying with the 18-month limit regarding labor
certification is difficult in higher education); and
c. Provide a one-year automatic visa extension to
international students who receive doctorates in science,
engineering, technology, and mathematics to remain in the
United States to seek employment.
The need for a working understanding of mathematics, science, and
technology goes well beyond applying it in a career and shoring-up the
workforce. Such knowledge and skills actually serve as tools for
increasing productivity and enjoyment in everyday life, including but
not limited to managing/operating a residence, participating in leisure
activities and hobbies, traveling, volunteering, and maximizing
entertainment options. Further, as the environment in which we live
becomes increasingly complex as a result of a variety of human-induced
conditions and natural phenomena, increased knowledge in, and
application of, science, mathematics, and/or technology will be
necessary for citizens to understand and respond quickly to changes
that can significantly affect their short-term and long-range quality
of life.
Providing sufficient opportunities that allow students,
researchers, educators, and employees to become and then remain current
and competitive in science, mathematics, and technology is critical to
living, working, and prospering in a rapidly evolving world. The first
step to achieving this goal is to heighten stakeholder awareness of the
importance and benefits of becoming and remaining current and
competitive, followed closely by establishing reasonable but high
expectations and measures of accountability; offering incentives (i.e.,
recognition; financial rewards and/or other benefits) as well as
opportunities for career advancement; and providing access to free and
reasonably priced quality training and professional development.
In closing, I believe that what we have seen here today at the
Martha and Josh Morriss Elementary School for Mathematics and
Engineering is the result of open, collaborative efforts between and
among a community willing to seek excellence, a university whose
leadership embraced the wishes of the community, and a public school
that was willing to take a risk to do what was needed as opposed to
what has always been done. There is nothing profound or complex in this
replicable model. It is the result of an integration of vision,
tenacity, and the courage to do what is required to offer our children
the chance to compete and lead in tomorrow's world.
STATEMENT OF MR. MIKE LEHERR, PLANT MANAGER, ALCOA-TEXARKANA,
TEXARKANA, TEXAS
Mr. Leherr. I'm privileged to be here, Chairman Gordon,
Ranking Member Congressman Hall, Congressman Ross and Members
of the Committee. I appreciate this opportunity to present
testimony. I'm Mike Leherr, Plant Manager of Alcoa Texarkana.
Alcoa-Texarkana is a manufacturer of aluminum sheet. It's about
a million square feet of highly sophisticated equipment, with
350 employees. Alcoa produces aluminum for applications such as
commercial trucks, trailers, boats, appliances, and general
industrial applications. We supply customers throughout North
America. Our workforce is made up of engineers, technicians,
chemists, computer scientists, accountants, operators, and
maintenance crafts. Approximately fifty percent of our salary
workforce has professional technical degrees in the disciplines
of science, technology, engineering and math. Additionally,
many of our purchased services and products require technical
training as well.
As a business leader, I am responsible for insuring Alcoa
remains competitive in today's rural environment. In fact,
Alcoa-Texarkana directly competes all over the world. We are
facing increased competition from foreign manufacturers with
significantly lower wages. In order to remain competitive now
and into the future, the workforce at Alcoa must continue to
find ways to apply new knowledge, develop new technologies, and
implement next generation manufacturing practices. The
foundation starts with strong STEM education.
Alcoa-Texarkana as well as other manufacturers in the area
have increasingly found it more difficult to find and recruit
highly skilled people with strong backgrounds in science,
engineering and math.
We find ourselves casting a wider and wider net to find
highly skilled recruits. Additionally, we are seeing an
increasing number of requests for non-U.S. citizens with each
professional posting. In fact, in our last engineering
position, 34 percent of the applicants were educated outside of
the United States. Twenty-five percent of the applicants were
requesting visa sponsorship. Zero percent of the applicants
were local.
It is evident that the local and national availability of
highly skilled people is getting smaller. A strong STEM
competency goes beyond recruiting for technical professions. In
order to compete, Alcoa-Texarkana relies on all our employees
applying statistical methods, problem solving or re-engineering
efforts. It's not uncommon for operators and maintenance craft
people to redesign and re-engineer. Our ability to succeed now
and compete into the future greatly depends on our ability to
recruit people with strong STEM knowledge.
Alcoa-Texarkana plays a key role in the community through
its direct and indirect economic impact, Alcoa Foundation
grants, and volunteer activities through our ``Neighbors
Committee.'' Communities matter to Alcoa. Our future is linked
to the future of our community. Our future is also linked to
the availability of a skilled workforce. It's because we
understand this link that we support STEM education efforts.
Alcoa-Texarkana has played a role in educational quality
encouraging young people to study math and science. These
efforts include:
At the university level, Alcoa was one of the first companies
to invest in the campaign to bring the College of Engineering
and Computer Information Sciences to A&M-Texarkana. Alcoa
Foundation grants to develop a Bachelor of Science Degree
program and purchase equipment for the College.
At the high school level, Alcoa engineers participate in
``Learning for Life'' programs where engineers discuss science
and technology careers with eighth and ninth graders.
Additionally, Alcoa engineers lead ``Adopt a Class'' through
Junior Achievement.
At the elementary level, Alcoa gave Foundation grants to
support the math in the Magnet School of Arkansas with the
purchase of interactive white boards. We also provided a grant
for Morriss Elementary School for the purchase and use of high
powered telescopes. It is our belief that the use of such
equipment will help young children get enthused about math and
science by seeing it in use.
I, as well as many here, want to see Alcoa-Texarkana be
here for a long time. I also want to see other businesses in
this community prosper into the future, giving students the
tools and passion to learn more about science technology,
engineering and math, which are an essential piece for making
that happen.
Increasing STEM education is critical for the ability of
all Americans to compete. I applaud the leadership of Texarkana
Independent School District, A&M-Texarkana and the community
for acting and bringing STEM education to Texarkana. I also
applaud this committee for its efforts in enhancing American
competitiveness and the actions it's taking to insure high-
quality life for our children and grandchildren. Thank you.
Mr. Hall. I thank you, sir.
[The prepared statement of Mr. Leherr follows:]
Prepared Statement of Mike Leherr
It's a privilege to be here Chairman Gordon and Ranking Member
Congressman Hall and all the Members of the Committee for this
opportunity to present testimony on the importance of enhancing
Science, Technology, Engineering and Mathematics education.
I am Mike Leherr, Plant Manager of Alcoa-Texarkana Works. Alcoa-
Texarkana is a manufacturer of aluminum sheet. With highly
sophisticated mills and equipment, we convert predominately scrap
aluminum into a finished rolled product for use in commercial trucks,
trailers, boats, appliances, automotive, and general industrial
applications. We supply customers throughout North America. Our
workforce is made up of Engineers, Technicians, Chemists, and Computer
Science professionals, Accountants, Operators and Maintenance crafts.
Approximately 50 percent of our salary workforce has professional
technical degrees in the disciplines of Science, Technology,
Engineering or Math. Additionally, many of our purchased services and
products require technical training and qualifications as well.
As a business leader, I am responsible for ensuring that Alcoa-
Texarkana remains competitive in today's global environment; in fact,
Alcoa-Texarkana directly competes with manufacturing facilities all
over the world for our business. In order to remain competitive, now
and into the future, the Alcoa-Texarkana workforce, as well as other
businesses, must continue to find ways to apply new knowledge, develop
new technologies, and implement next generation manufacturing
practices. The foundation of this future must start with strong STEM
education. Technology change and globalization have driven the need for
higher order skill sets for today's and tomorrow's businesses.
Alcoa-Texarkana, as well as other manufacturers in the area, has
increasingly found it more difficult to find and recruit highly skilled
people with strong background in Sciences, Engineering, and Math. We
find ourselves casting a wider and wider net to find highly skilled
recruits. We also are seeing an increasing number of requests to
sponsor visas for non-U.S. citizens with each professional posting. It
is evident that the local and national availability of highly skilled
people with is getting smaller.
A strong STEM competency is not only needed for our technical
professionals but also our Operators and Maintenance crafts people.
Alcoa-Texarkana continues to increase engagement of employees and rely
on all our employees applying statistical methods, problem solving, re-
engineering efforts. It is not uncommon for Operators and Maintenance
crafts people to re-design equipment and processes. Our ability to
succeed and compete into the future greatly depends on our ability to
recruit people of all disciplines with strong STEM knowledge.
The STEM education program that has been developed here at the
Martha and Josh Morriss Mathematics and Engineering Elementary School
is exemplary. I believe this school will provide students with the
knowledge, ability and most importantly, the enthusiasm and desire to
excel in Science, Technology, Engineering and Math.
Alcoa-Texarkana plays a key role in the community through its
economic impact, Alcoa Foundation grants, and volunteer activities
through our ``Neighbors Committee.'' Communities matter to Alcoa.
Communities hold our franchise to operate and we need their resources,
infrastructure, markets, and workforce to thrive. In turn, we owe them
our integrity, careful stewardship of the environment, our ability to
provide jobs and community support. Our future is linked to the future
of our community. It is because we understand this linkage that we
support STEM education efforts. Alcoa-Texarkana has played a role in
educational quality and encouraging young people to study math and
sciences. We have actively supported STEM education at all levels.
These efforts include:
At the University level, Alcoa-Texarkana was one of
the first companies to invest in the campaign to bring the
College of Engineering and Computer Information Sciences to
A&M-Texarkana. Alcoa Foundation Grants were used to develop a
Bachelor of Science Degree program and purchase equipment for
the College of Engineering and Computer Information Sciences
Program at Texas A&M-Texarkana.
At the High School level Alcoa-Texarkana Engineers
participate in ``Learning for Life'' programs where Engineers
discuss science and technology careers with 8th and 9th grade
students. Additionally, Alcoa-Texarkana Engineers lead ``Adopt
a Classroom'' through Junior Achievement.
At the Elementary level, Alcoa-Texarkana and the
Alcoa Foundation have given foundation grants to support Math
and Engineering Magnet School in Arkansas. We also provided a
grant to the Morriss Elementary School for the purchase and use
of high powered telescopes. The use of such equipment will help
young children get enthused about the sciences by seeing it in
use. Additionally, Alcoa-Texarkana has also been in discussion
with Morriss Elementary about a working exhibit on renewable
energy.
I, as well as many here, want to see Alcoa-Texarkana be here for a
long time. Giving students the tools and passion for learning more
about science, technology, engineering, and math will be a vital piece
into making that happen. Increasing STEM education is critical for the
ability of all Americans to compete globally.
I applaud the leadership of Texas Independent School District, A&M-
Texarkana, and the community for acting and bringing enhanced STEM
education to Texarkana. I also applaud this committee for its efforts
in enhancing STEM education in this country.
Thank you.
Biography for Mike Leherr
Mike has been with ALCOA for 17 years. He began his professional
career as an engineer at Alcoa's Warrick Operations. He held a variety
of manufacturing, engineering, and maintenance assignments at Alcoa's
Warrick operations until 1996 when he accepted a position overseas in
the company's Swansea, Wales facility as Hot Mill Production and
Maintenance Manager. From 1999-2005 Mike held a variety of progressive
Plant Management and Director of Manufacturing roles in different
divisions within ALCOA. In July 2006, Mike was named Plant Manager of
Alcoa-Texarkana Works.
Mike graduated from the University of Notre Dame with a Bachelor of
Science Degree in Mechanical Engineering. Mike is active in a variety
of charitable, educational, and civic activities. Mike serves on the
board of the United Way of Greater Texarkana, serves as a member of the
Blue Ribbon Committee for the Texarkana Independent School District.
Mike is also a baseball and soccer coach for youth activities in the
area.
Mr. Hall. Now we recognize David Smedley.
STATEMENT OF MR. DAVID SMEDLEY, SCIENCE EDUCATOR, NORTH HEIGHTS
JUNIOR HIGH SCHOOL, TEXARKANA, ARKANSAS
Mr. Smedley. Thank you, Chairman Gordon. Ranking Member
Hall, and Congressman Ross. My name is David Smedley. I teach
seventh and eighth grade science at North Heights Junior High
School on the Arkansas side. I am fresh out of the trenches. I
was there this morning. Some of the things I may say, I hope do
not sound abrasive, but this is the way it is in the trenches.
The major problem that limits our teachers in the middle
school years and the primary years is the broad-base of
knowledge and partnerships of life and physical science. In
addition, time demands placed on teachers during non-school
hours for extracurricular activities and responsibilities adds
stresses and pressures that have nothing to do with aiding the
teacher in presentation of materials. In the middle school
years many teachers are specializing in one of the three areas
of science, life or physical science and do not feel
comfortable and are not totally prepared to present lessons in
the other areas of science.
In the primary school years, most teachers are not equipped
neither academically to, nor experientially to present the
science contents. It's my opinion that the single most
important step that the Federal Government could take to
improve K-12th grade science education is to nationally align
the teaching of science content in the United States. The
situation needs to be so that if a student moves from Colorado
to Arkansas or any other state that the same science concepts
are being taught at approximately the same time of year and to
the same level of understanding at the same grade levels.
Advanced classes should also be made available. A
nationwide science curriculum could be posted on the Internet
for all schools to use. As students progress in the curriculum
standardized test that all students in America would take would
produce data used to award scholarships or grants, to help
students attend colleges, universities, vocational schools or
some specialty school.
In order to produce students that can compete in the
international stage of science a greater degree of support in
the form of resources, training, and organization needs to come
from the Federal Government. This support must not be in the
form of regulations and bureaucracy, but must be pragmatically
directed at how these decisions will affect the individual
student sitting in our classrooms.
Our school is a NASA Explorer School and receives much
quality training in resources to help students prepare for the
sciences. The most important and effective components of these
programs is the resource and support.
After interviewing my students this week, telling them that
I was going to come to speak on these topics, their opinion on
how to keep them motivated was to give them engaging, hands-on
activities. They also said that inspired teachers, they need
inspired teachers, not just someone who's presenting the
material in a very mundane way.
Students in today's classrooms are not the same type of
animal they were even a few short years ago. Technology is a
must in order for us to truly prepare our students for this new
world and make them feel they are one of society's major foci.
Many activities that occur in my classroom are student
generated. As we were studying Newton's Laws of Motion one of
the classes asked if they could construct a trade machine. I
didn't pretend to know what the students were asking, but
instead allowed our students to use our Promethean Board large
screen in front of the class and research the topic on the
Internet. As the entire class reviewed the research on the
large screen, greater interest was generated. To make the story
short, we constructed it and were able to actually experience
the Laws of Physics rather than just read about and work the
math problems related to this usually boring and technical
topic.
Other activities that have been huge successes in the
middle school include producing products such as solar powered
cars, hydrogen fuel cell cars, robotics, bridge building, basic
and advanced dissections, GPS, global positioning systems
units, plant growth and CGC, electric motors, electric circuits
and model rocketry. In all of these units, direct application
of the learning can be pointed out easily. When the students
are guided in the construction of a natural working model such
as a robot they're excited and motivated to have achieved
success and can see some concrete product as evidence.
Another component that I believe helps me to motivate my
students is I try to connect my sciences to the other content
areas the students are taking. I try to build community in the
classroom. Students have to feel comfortable. They have to know
that their learning is connected to another student's learning.
So, pure teaching and pure learning takes place among our
students as they work cooperatively in small groups.
This builds respect for both the teacher and learner in
this pure teaching model. As the year progresses, the teacher
and the learner roles are experienced by all in some manner,
and you don't know what you don't know until you try to teach
someone or explain it to someone else. And as these students
help each other in their problem-solving process in these
hands-on activities, they gain a respect for themselves as well
as each other.
Parents could better support our schools if they would
simply not put down the public school system in general.
Parents need to make sure their students have the simple
necessities of food and rest that young people need to learn.
Parents can try to provide a stable environment by
remaining the primary caregiver for the child and not placing
the responsibilities of raising the child on some aunt, uncle,
grandparent or a babysitter. The community can help if they
become involved in providing learning activities outside the
school building.
Businessmen and women could come speak to students and show
how their job as well as the social skills of these students
need to learn.
In summary, what I need as a public school teacher is
support, resources and training, up-to-date training, and
continual training. It's hard to keep up with all these
technological advances and methods of presentation. Some of the
best teachers that we have that can contact with the students
the best are left behind as veteran teachers with technology.
New teachers are coming in, but they don't have the experience
and can't make the same type of contact as the older teachers,
so we need up to date and on-going training. Thank you very
much.
Mr. Hall. I thank you. We needed you as a part of this
panel to complete the circuit for the information that's
needed. You're at the helm. You're fresh there. Thirty, 45
minutes ago you were probably with your students. We thank you
for coming here.
[The prepared statement of Mr. Smedley follows:]
Prepared Statement of David Smedley
1. What are the major problems that limit the performance of students
and teachers, and what do you feel is the single, most important step
that the Federal Government should take to improve K-12th grade math
and science education? What involvement have you had with math and
science education programs at the National Science Foundation or other
federal agencies as well as those in the State of Arkansas? What are
the most important and effective components of these programs?
The major problem that limits the performance of students in math
and science is mostly the attitudes of the students themselves.
Students seem to think that learning is always going to be quick and
easy. When the content is new or challenging and the students find it
difficult, most of the time the students simply give up or quit. The
major problem that limits the performance of the teachers in science is
the broad base of knowledge required to teach life, earth, or physical
science. In addition, time demands placed on teachers during non-school
hours for extra-curricular responsibilities add stresses and pressures
that have nothing to do with aiding the teacher in the presentation of
academic materials. In the middle school years, many teachers have
specialized in one of the three areas of science and do not feel
comfortable and are not totally prepared to present lessons in the
other areas of science. In the primary school years, most teachers are
not equipped neither academically nor experientially to present the
science content. State mandated assessments in the State of Arkansas
have just now, in the last three years, been put in place for our
students. This assessment does not include any lab performances to be
done by the students. It is my opinion that the single, most important
step that the Federal Government should take to improve K-12th grade
science education is to nationally align the teaching of science
content in the United States. The situation needs to be so that if a
student moves from Colorado to Arkansas or any other state that the
same science concepts are being taught at approximately the same time
of the year and to the same level of understanding at the same grade
levels. A nationwide science curriculum could be posted on the Internet
for all schools to use. As students progress through the curriculum,
standardized tests that all students in America would take could
produce data which then could be used to award scholarships or grants
to help students attend colleges, universities, vocational schools, or
some specialty school. In order to produce students that can compete in
the international stage of science, a greater degree of support in the
form of resources, training, and organization must come from the
Federal Government. This support must not be in the form of regulations
and bureaucracy, but must be pragmatically directed at how these
decisions will affect the individual student sitting in our classrooms.
My experiences with the National Science Foundation are very limited.
Associations with our local educational coop, the Arkansas State
Science Teachers Association, and the National Science Teachers
Association provide our teachers with opportunities for training and
limited resources to aid in the teaching of science content. Our school
is a NASA Explorer School and receives much quality training and
resources to help present science to the students. The most important
and effective components of these programs is the resource support.
2. How can we spark a greater student interest in math and science
education? What can we do to ensure that student interest in math and
science does not wane as they progress through our formal system of
education? Specifically, how do you keep your junior high students
motivated and excited about STEM?
After interviewing my students this year concerning this question,
I found that their opinion on how to motivate students in the sciences
and keep their interest points to the fact that providing engaging
activities is the key. Students in today's classrooms are not the same
type of animal they were even a few short ten years ago. Technology is
a must in the classroom in order for us to truly prepare our students
for this new world and make them feel that they are one of society's
major foci. Our society places its money where the priorities lie and
our schools are being cut short. Teachers that are inspired about their
content was also mentioned as a factor in motivating the students
themselves. It is my opinion that teachers must be ready to ``perform''
for the students.
My personal experiences in teaching have shown me that if students
can see a direct link between what they are studying and some real-life
situation, then they have more motivation to learn. Guest speakers,
field trips, and special presentations by other professionals in their
field tend to increase the level of interest in students at all grade
levels. I keep my junior high students motivated and excited about STEM
by showing the connections between what I ask them to do and what they
are going to need to be able to do when they enter the job market and
adulthood. Many activities that occur in my classroom are student
generated. As we were studying Newton's Laws of Motion, one of the
classes asked if they could construct a trebuchet. I didn't pretend to
know what the students were asking, but instead allowed a student to
use the Promethean Board and research the topic on the Internet. As the
entire class viewed the research on the large screen, greater interest
was generated. To make the story short, we constructed our trebuchet
and were able to actually experience the laws of physics rather than
just read about and work the math problems related to this usually
boring and technical topic. I try to bring the teaching to life in my
classroom. Other activities that have been huge successes are: solar
powered electric cars, passive solar ovens, robotics, bridge building,
basic and advanced dissections, GPS (global positions systems) Unit,
plant growth from seed to seed, electric motors, electric circuits, and
model rocketry. In all of these units, direct application of the
learning is pointed out. When the students are guided in the
construction of an actual working model such as a robot, they are
excited and motivated to have achieved success and can see some
concrete product as evidence. In these activities, students are
required to measure, read and comprehend, and move through the problem
solving process in order to succeed. This is another component that I
believe helps me to motivate my students. That is, I try to connect the
sciences to the other subjects the students are taking. Completing a
reading comprehension activity with the use of science content and
calculating a percentage grade requires the students to engage their
literacy and math skills in daily class activities. At the beginning of
the school year and various points throughout the year, I try to build
community in the classroom. The students must be made to feel
comfortable in the classroom in order to learn. The students must feel
that both their learning and the learning by others in the classroom
are connected. Peer teaching and learning takes place among the
students as they work cooperatively in small groups during many of the
learning activities. This builds respect for both the teacher and the
learner. As the year progresses, the teacher and the learner roles are
experienced by all in some manner. In summary, I keep my students
excited and motivated about STEM by being real and understanding with
the students on a personal level and by being challenging and inspiring
on a professional level.
3. What challenges do you face in improving student achievement in
math and science education? How can parents, businesses, the community,
and the government better support you in your efforts to raise student
proficiency in STEM?
The challenges faced by teachers in improving student achievement
in math and science education are multi-faceted. Concerning the
assessment tool that indicates the level of achievement in the State of
Arkansas, I feel that the data obtained from this exam is totally
unreliable. It a basic learning principle that states in order to learn
the learner must be ready to learn and see the need to learn. We are
assuming that students will perform their best when given the
opportunity just because of their own intrinsic values. Students need
to be given a reason to pass this test. Retention at grade level or
remediation before passing to the next grade level might possibly work.
It is very assuming and in my opinion a very false assumption for us to
think that young people will perform at a high level of achievement
without a reason other than it is what they ``should'' do! Our schools
are being held accountable to a high degree relative to the test scores
of the students, but we are not placing any accountability on the
students. Challenges of the mind-set of the student when they arrive at
school from a family setting that may not be a peaceful or a healthy
environment also require attention and understanding from the teacher
as it presents its own set of challenges.
Parents could better support the schools if they would simply not
put down the public school system in general. Parents need to make sure
that students have the simple necessities of food and rest that young
people need to be ready to learn. Parents could try to provide a stable
environment by remaining the primary care-giver for the child and not
placing the responsibilities of raising the child on some aunt, uncle,
grandparent, or baby sitter. The community could help if they would
become involved in providing learning opportunities outside the school
building. Business men and women could come and speak to the students
about how what they are learning in the classroom will be applied in
the job market. These individuals could also make the students aware of
the social skills and behaviors that will be required to become a
successful employee in their chosen field. As stated earlier, I feel
that the government needs to step in and provide positive leadership
and assistance for the states through finances, training, and academic
alignment of the sciences in our public schools.
4. What elements of your pre-service or in-service training have been
most helpful in meeting the daily demands of working with students,
developing innovative classroom strategies, and delivering content-rich
instruction to students of all levels and abilities? As a professional
teacher, what partnerships or collaborations with local colleges or
universities have been most helpful to you in terms of access to
materials or professional development?
One of the important elements of my in-service training that has
been most helpful in meeting the daily demands of working with students
has been the National Science Teacher Conventions that I was able to
attend. This gathering of science educators from all levels of
education has provided me with many, many tools in my box. I have been
able to use methods and techniques of presentation that were presented
during these conventions. I have made connections and created a support
network from teachers all over the United States. Stimulating
activities and projects that I have modified have proven very
successful for my students. These ideas and innovations were all
initiated from meeting with other professionals in these workshops as
well as informally in the down time of the conventions.
In-service trainings that keep veteran teachers up on the latest
technologies that are available for the classroom have been most
valuable. As technology has progressed over the last ten to twenty
years, some teachers have been overwhelmed by new methods of using the
technology to present content. It is vital that science teachers at all
levels keep up to date on current technologies and information. This is
also something that the government could help to provide as they ensure
that good, quality in-service workshops are available for all teachers
at the appropriate grade levels. At this time, we do not have any
partnerships with the local colleges and universities to help with
access to materials or professional development.
Biography for David Smedley
Education:
- High School Diploma--Arkadelphia, AR--1973
- Honorable Discharge--United States Marine Corp--1975-79
- BSE--Henderson State University--1981
- MSE--Henderson State University-1989
- Areas of Certification--Arkansas
Biology/General Sciences, Health, Physical Education,
Coaching
- Certified by the College Board for Middle School Science
- Certified by International Baccalaureate Program--Middle
Years Program
- Arkansas Leadership Academy trained
Career-Related Experience
- Science Instructor--Life Science, Earth Science, Physical
Science, Biology--Delight High School--1981-90
- Head Baseball Coach, Asst. Basketball Coach--Delight High
School--1981-90
- Health Instructor--12th Grade--Delight High School--1981-90
- Anatomy & Physiology--organized and implemented this new
curriculum into Delight High School as standards created the
need for new science content Offerings--1986-90
- Science Instructor--8th Grade--North Heights Jr. High
School--Life-Earth-Physical--1995-2000
- Science Instructor--Earth Science--North Heights Jr. High
School--2000-05
- Science Instructor--Life Science--North Heights Jr. High
School--2000-05
- Science Department Chairperson--North Heights Jr. High
School--1997-2005
- Science Instructor--North Heights Jr. High School--
International Baccalaureate/Advanced Placement Program--2005-08
Integrated curriculum--Life, Earth, and Physical Science
Other Work Experience:
- Arkansas Mentor Program for novice teachers training for the
Praxis III Assessment
- Team manager for Destination Imagination teams at the State
level
- Co-Chair for the North Heights Leadership Team
- Creator and sponsor for the North Heights Chess Team
Grants and Awards:
- University of Wisconsin--Orbital Space Laboratory--(2000-05)
$2,500
- Teacher Take Wing Grant (2000-2002-2007) $1,500
- American Power Company (2005 and 2008) $1,000
- KTBS One Class at a Time Grant (2003 and 2008) $2,000
- Weyerhaeuser Environmental Grant (2005-2006-2007) $1,500
- Texarkana Arkansas Education Foundation Grant (2004 and
2008) $2,500
- North Heights Jr. High School Teacher of the Year--(2003 and
2008)
- Recruited $1000 in funds from local businessmen to support
the chess team
Mr. Hall. I've recognized the Mayor and former Mayor. Were
there other public officials? I thought I saw Judge Carlow come
in here a while ago. Judge, are you here? Stand up and let us
recognize you.
He works day and night. I don't know what he does for the
county here, but I know that he works for people in this county
because he's working now to get some of the Red River land. The
Secretary of the Army is going to grant it to somebody. He's
got a group that's pushing hard to get it. They pushed right up
to the brink several times and almost had it, and they're still
pushing.
One other thing, as Mike Ross knows, there was a provision
a year and a half ago, in the energy bill to encourage every
state to build a refinery. Refinery is one of the major reasons
our gasoline is going up to four and five, six, seven, eight,
maybe ten bucks before it's all over if we don't do something
about it. It had some benefits for each state and encouragement
for each state to build a refinery. We're trying to be the one
to build that refinery right here. The judge is giving us good
leadership in that.
As a matter of fact, somebody pushed him around a little
bit and told him well, you don't have access to ocean travel.
He said yeah, we don't have any hurricanes either. Pretty dog-
gone good answer. Pretty tough guy. Are there other public
officials here? Thank you.
We have Mr--now we get to ask some questions for five
minutes here, and y'all can put the clock on us. We thank you
for your testimony. It was well given. We're grateful for it.
We have--Tom Pickens is one of the additional Members to
the panel. I guess I want to ask him to expand on the K-12
education and how important it is to have students as prepared
as these young students look like apparently are going to be.
Can you give us a little--and what you think about what you've
seen today in Texarkana, Texas.
STATEMENT OF MR. THOMAS B. PICKENS, III, CEO, SPACEHAB
Mr. Pickens. Thank you, Congressman. As the CEO of
SPACEHAB, we are one of the very first, I think we are the
first commercial provider of space-related services to the
International Space Station via the Space Shuttle.
In reviewing and going through the school today, I'll use a
contemporary term, I was blown away. I have never seen anything
quite like this, the importance of it. I guess the part that
really caught me by surprise, and very sincerely by surprise,
was the robotics lab. When we look at space and where we're
going and doing in space, I recognize as a leader of this
company SPACEHAB that that is really the future of engineering
if, it's the future of mathematics, it's the future of science.
That is our Magellan trap as future generations trek forward.
To see these youngsters in here learning how to use robotics, I
know because our analysis ended up telling us so, that that is
also a big part of that future in space.
The radiation problems there in space are insurmountable.
They're almost impossible to solve. We'll probably figure it
out somehow, but so far we haven't. That means that robotics is
going to do most of everything that we have as a future in
space. The work that was being done at the school was right in
line with what the future of space and space engineering is
going to be.
Mr. Hall. Thank you.
Discussion
Mr. Hall. I yield as many minutes as the Chairman would
like to have to make any inquiry to the panel or Mr. Pickens.
It's important that giants in the industry come to Texarkana,
Texas to see what's happening here and take that message back
to other places you go. We thank you for your time which is
very, very valuable, and Dr. Stripling for your trip down here
to let the word go forth as to what you see here and what
people can do when they forget who gets the credit for it and
just want a product for their children by golly. Thank you
again for coming, and others of you who are local here, you're
on the job day in and day out. You're elected so you're bound
to be the best.
I yield five minutes to the Chairman. By golly, every now
and then he holds me to five minutes in Washington. I'm going
to put the clock on him. If he goes over I won't be too hard on
him.
Chairman Gordon. Thank you, Mr. Hall. One of the things
that we learned from the report, Rising Above the Gathering
Storm, was really disturbing, and that is that approximately 63
percent of the math teachers in our middle schools have neither
a certification to teach math or a major in math. Ninety-three
percent of the physical science teachers have neither that
certification or a major, so it's hard to teach a course and
have passion in a course if you don't have that core
background, no matter how good a teacher you might be.
I say that not doubting teachers. My mother and father were
both teachers. My father was a farmer and after World War II he
went to school on the G.I. Bill. Then my mother was working at
the cafeteria. He got the last teaching job at Smyrna High
School in our county.
We passed the COMPETES bill with an effort to try to take
care of that. Part of what we did is we set up a scholarship
for those students that would go into math or science and
education and agree to teach for five years. We also set up
scholarships for teachers like my father who would come back in
the summers to get that certification or AP or whatever it
might be. And that's good. I think it's positive, but we have
to get kids interested in that education beforehand. So, Dr.
Marrett I know that NSF is doing a lot of research on those
types of teaching processes and professionalism, but what are
you doing to get that out to the thousands of school districts
and schools all across this country?
Dr. Marrett. We hope to do a lot more. A hearing like this
helps a lot as we both can explain some of the things we are
undertaking, but also hear what else we need to be doing.
We have enhanced our efforts to explain and get more people
involved in STEM education. The program you just mentioned, the
Noyce Scholarship Program is in fact a program that takes
students during their undergraduate years who are majoring in
the STEM areas and seeks to attract them into the teaching
profession. That's been a very interesting and successful
program. We could certainly have more places asking about and
applying to that program than in fact takes place right now. So
we are seeking to enhance information about an effort like
that.
We also have a program at the graduate level. There is a
program, Graduate Teaching Fellows for K-12, where we take
graduate students who are in the STEM areas and who want to
have a chance to work with K-12 teachers. They then move into
classrooms. So, what we've found out from that is that they
learn a lot about the whole teaching experience, about the
challenges, about the opportunities.
In many respects we have a number of efforts underway in
which we would appreciate even more inquiries being made of us
and suggestions about new efforts or the ways in which the ones
we are undertaking could be improved. We invite at all times
comments and suggestions about our portfolio.
Chairman Gordon. I think that's one of our challenges, not
only to create these programs, but as we all know the tree
doesn't fall if you don't hear it. Often times it's those
poorer school districts that are the ones that have the least
resources to be able to find that.
Also, Mr. Russell, when you were setting up this school
here, you were able to cast out a wide net and bring in special
teachers. As you said, they were required to be master
teachers. That's fine and good for here, but what about all the
other schools? What are your suggestions on how we can raise
that level of teacher education in the schools that aren't the
model?
Mr. Russell. I think it is the most critical thing because
we all know a nice facility like this, all of the nice supplies
and curriculum is wonderful, but we also know the most
important thing is the highly qualified classroom teacher.
Bottom line, if you have that great-driven teacher with
passion, they can be in an importable building with a box of
chalk and they are going to be extremely successful. So, that
is key number one. And that's an initiative for Texarkana
I.S.D. We're not limited just to this school. Number one, we
pay all of our teachers more if they obtain that master
certification. On top of that, we actually pay----
Chairman Gordon. That's master certification in whatever
course? It could be history or whatever it is?
Mr. Russell. Absolutely. If you have your Master's degree,
you're on a higher pay scale. Obviously we value education and
know that it does make you a better person the more you
receive.
We also pay for the teachers to get their Master's degree.
We are doing 20 to 25 a year in the district where they enter a
program where the district actually pays for that Master's
program. It does that for our Morriss teachers. It also does it
for district wide. So again, that's just a great length to
great teaching that we have seen.
Another one, the great partnership with Texas A&M and
Texarkana. They actually developed a curriculum of instruction
Master's degree just for the department of the school district
and then added this Master Mathematics Certification for the
teachers at Morriss.
We all know people that are incredibly smart that can't
teach very well, so not only are we teaching the teachers more
about the subject and experts on that, the University has also
designed delivery courses so when they have that higher
knowledge they can bring it down to the students and make it
successful. So we recognize that as value added across the
district, and that's exactly what we're doing and would highly
recommend that to anyone. Our master teachers are the ones that
typically stay in the district a longer amount of time. They're
happier.
I think just like the kids sometimes that are afraid of
just the words math and science to go into the hard subjects, I
think it's true for adults too. I think when you have an
education program that is going to help your adults get more
comfortable in what they're teaching then you just see more
success all the way around.
Chairman Gordon. Thank you.
Mr. Hall. I recognize Mr. Ross for five minutes. Mr. Ross.
Mr. Ross. Thank you. Thank you Ranking Member Hall and
Chairman Gordon. As you look at this panel, we've got someone
with NSA, we've got a school administrator, we've got someone
associated with the local college, a manufacturer, which is
very important, someone that's in the space stuff, Mr. Pickens.
I meant to say this in my opening statement, I want to
thank David Smedley for taking time out of the classroom to be
with us today. He was my contribution for the panel. We're
delighted to have him from the Arkansas side. As Mr. Hall
mentioned, he's a renowned science teacher at North Heights
Junior High in Texarkana, Arkansas, has a Bachelor's and
Master's degree from Henderson State University, which is also
in my Congressional district Arkadelphia, and has been in the
field of science for 25 years.
One of the things that I think is important to know is that
this year he was named North Heights Junior High School teacher
of the year, an award he also received back in 2003. I think
that speaks volumes about you Mr. Smedley and your commitment
to our children. If you were a Member of Congress, and I hope
you don't want to be any time soon. If you were a Member of
Congress, what are one, two or three things that you think from
a federal level that we could do to try and help provide the
teachers with whatever it is they need to help grow a new
generation of innovators in this country and really get them
focused on the maths and sciences?
Mr. Smedley. Could you repeat that question? Thank you.
Thank you. I think that--I don't know if it's actually a
feasible idea, but level the playing field. As I came to this
school this morning and walked up here, I had to ask, ``Is this
a public school?'' This school is awesome, but it's not the
public school that the majority of our schools are. The
majority of our schools are plagued with violence and drugs,
and this is middle school. These are middle schools, but
resource wise if we could just level the playing field, the
Texas side versus the Arkansas side.
I was raised up the road aways and didn't really know until
I came down here the--it's not--well, it's not a rivalry, it's
not a hatred, but it's a very strange situation that goes on
here as far as seeing the difference in resources between the
two states.
Arkansas is a wonderful state and I love it very much, but
to think that if I were to come across the street and do the
exact same job for $5,000-$10,000 more, money is an enticement.
If we could just level the playing field somehow as far as in
numbers, resources and pay, pay scale.
This Internet curriculum that I suggested, that would--that
would get all of our kids on the same page at the same level as
far as science content goes. I really feel like the Federal
Government's--and again, I'm not sure of all the technicalities
or whether they could actually do it, but the Federal
Government I think could come in with a curriculum with
activities.
There is a company called Science Education Public
Understanding Program which has kits for each content area, and
our teachers do not have resources. And I thank God that I'm
not in that portable building with the box of chalk anymore. I
was there. I was there, and I was the resource.
Resources and continual training and somehow level the
playing field so that poorer states and poorer students do
not--there are a lot of students and scientist that we are
losing simply because they're poor and they can't afford to go
to college. They don't have that privilege or that honor. They
didn't get that scholarship they needed, or one thing or
another happened. Level the playing field between the states
and encourage the teachers to continue their trainings to stay
up to date.
Science, you know, it changes so fast nowadays. I tell my
students in the classroom what was science fiction when I was
their age is science fact today. I try to inspire them into
futuristic thinking and say what is your science fiction today
that you dream might be science fact tomorrow.
So, those things that I think you could do, level the
playing field, continual training. Thank you.
Mr. Ross. I see the red light Mr. Chairman, so I assume my
time is up.
Mr. Hall. I kept in mind that you would have the gavel over
the entire Congress. I will let you go as long as you wanted
to.
I looked at Dr. Marrett when I thanked Dr. Stripling a
while ago for coming so far. I had Dr. Stripling on my mind. I
was going to ask her some questions. I apologize to one of you
if--I looked at one and was thinking about the other one. That
happens a lot to guys my age.
As a matter of fact, can I take time to tell a story Mr.
Chairman? Show you how people can make mistakes. There was a
Michigan woman and her family vacationing in a small community
one time where Paul Newman and his family often visited. One
Sunday morning the woman got up early to take a long walk, and
after a brisk five-mile hike she decided to treat herself to a
double dipped chocolate ice cream cone. She hopped in the car
and went straight to the combination bakery ice cream parlor.
There was only one other patron in the store, Paul Newman
sitting at the counter having a doughnut and coffee.
The woman's heart skipped a beat as her eyes made contact
with those famous baby blue eyes. The actor nodded graciously
and the star-struck woman smiled. Pull yourself together she
said to herself. You're a happily married woman with three
children. You're 45 years old, not a teenager.
The clerk filled her order and she took the double dipped
chocolate ice cream cone in one hand and her change in the
other. Then she went out the door avoiding a glance in Paul
Newman's direction. When she reached her car she realized she
had a handful of change, but her other hand was empty. Where is
my ice cream cone? Did I leave it in the store?
Back in the store she went, expecting to see the cone still
in the clerk's hand or in a holder on the counter or something.
No ice cream cone was in sight. With that she happened to look
over at Paul Newman. His face broke into his familiar warm
friendly grin. He said to the woman, ``You put it in your
purse.'' So I know--Dr. Marrett, I know you're not Dr.
Stripling, by golly. I'm thankful you're not. I'm thankful both
of you are here. We've got two of you.
I'm going to exceed the five minutes just a little bit, but
Dr. Stripling I want to ask you, what's the status of the think
tank that you all are involved in with in UT-Dallas, Baylor,
Princeton, and Texas State on replicating models like Morris?
Dr. Stripling. Well, I'm glad you asked that question
because the group is coming to Texarkana I believe next Friday.
First of all, let me describe that. A couple years ago
Texarkana I.S.D. leadership, representatives from A&M-
Texarkana, Princeton University, University of Texas-Dallas,
Baylor University and Texas State Technical College started
coming together, and really it is a tree think tank. That is
the agenda each time.
We first--well, I don't think I participated in the very
first meeting, but we were in Waco one time. We were at TSTC at
Baylor. The group came here last fall. The whole effort of this
group is to think about, really as a think tank would, how we
can replicate models similar to the collaboration here in
Texarkana and other sides. I know Dr. Hensley is actually
planning to have an Ohio Texas STEM meeting at the University
of Texas-Dallas in mid-May, I believe. So, that's the status,
we're moving along.
Mr. Hall. Have you--are you familiar with the You Teach
program at the University of Texas?
Dr. Stripling. Yes, I am.
Mr. Hall. Have y'all considered reaching out to them maybe
to be a part of this think tank and the Texas A&M and the
University of Texas work together on something together like
that possibly?
Dr. Stripling. I think we probably could. This is not a
closed door group at all. We are willing to take anyone who is
willing to jump in as a collaborative partner and work toward
this end.
Mr. Hall. Good. And I thank you. I want to ask Mr. Pickens
a question.
A lot of family, I guess many, many families across this
country live in hope that their cures have eluded all of us for
centuries. We more than hope. We have prayers. We also have one
other thing. We have people and men and women that are doing
research that are hammering for breakthroughs. I guess my
question to you is, do we have any reason to believe that
through your leadership at SPACEHAB and after listening to your
wonderful speech at noon today, is there hope for those of us
who have diabetes, Alzheimer's, cancer, Lou Gehrig's disease. I
have in my family progressive super nuclear palsy for which
there is no cure. Is there hope for us in the work you're doing
at this time? If so, take the rest of my time and tell us about
it because we want to hear that.
Mr. Pickens. Congressman, I wish I had a whole day to talk
about this. This is the most passionate thing I've ever run
across in my life. When I got into SPACEHAB I was a board
member, and I maneuvered myself as to become the CEO for just
exactly the reason that you're pointing out.
When I looked at it, SPACEHAB had been sending up science
for 23 years on behalf of NASA and I saw five and a half
billion dollars of money that had been spent through that whole
process of sending science to space. When President Reagan in
1984 first discussed with the Nation about the idea of building
an international space nation, the intent and the desire at the
time in a 1984 State of the Union address was to enhance and
save lives on Earth. That International Space Station will be
complete in two years. In the meantime, Congress has made sure
that NASA has set science up in preparation for that date of
completion of 2010 for the ISS and made them send things up to
observe what it was like in microgravity and the differences
that it would be like here on Earth.
In that, the comparison ended up showing very definitely
there is a lot of value. The value came in two big areas, and
there are other areas. I apologize if I leave out some of those
areas people feel passionate towards. But the one big area is
vaccines. You can grow a vaccine in a petri dish here on Earth,
and you can try and try and you can try for years and years and
years and years and you'll never get anywhere. And yet, we just
flew the salmonella vaccine that will end up enhancing and
saving lives on Earth, just exactly what President Reagan
intended in the very beginning, the stages of the ISS intended.
The other area is what's called protein crystal growth. I
won't go into what all that means, but it's a very complex
system of how you develop a drug that will treat something that
is as sinister and is as hard to decipher as diabetes,
Parkinson's, Lou Gehrig's, sickle cell anemia, you name it.
That's the tough stuff. The things that we haven't solved, the
things that we haven't gone any forward, nothing has happened
if you think about it. What has really changed with millions
and millions if not billions of dollars that have been spent in
those areas of drug discovery that we can really point to?
Nothing. There are some treatments on the edges of making
people feel--I think Parkinson's has had some advancements
lately, but it's really kind of slowed it down; hasn't really
treated it. In space they find out that they can do that.
Now, NASA has been building space stations. They have been
also doing some science. I give the analogy that to do an
experiment in space up to now while they were building the
station was like doing open heart surgery on the back of a
bulldozer in the middle of a construction site building a sky
scraper. If you went into a construction engineer and said I'm
going to go do some open heart surgery in your construction
site he would tell you that you're crazy. And that's where
we've been doing science today. They have done a pretty good
job of it though, and they found out that there was a lot of
opportunity for value to bring down and enhance and save lives
on Earth, but it wasn't in the right type of atmosphere and the
right type of conditions to really get the best you could
possibly get so I think that's where we're headed in SPACEHAB
is to go off and develop those and discover those. And I think
there is a huge amount of opportunity in those areas,
Congressman.
Mr. Hall. I thank you. My time's up, or I would have a
follow-up for you. Mr. Chairman, do you have--go for it.
Chairman Gordon. I just have one quick question for Mr.
Pickens. You have become involved through STEM education
through your STARS program. Any lessons learned there you want
to share with us?
Mr. Pickens. The STARS program is where we involve children
from all over the world. As a matter of fact, mostly from the
United States to send experiments up in our SPACEHAB science
modules. They're no longer flying the science modules any
longer. With the construction of the International Space
Station being the primary importance of the Shuttles right now,
there is no room.
There is discussion, however, that they would extend
flights of the Shuttle that would include the science module,
and I would encourage that because that is waiting. There are
lots of kids with experience who were approved by NASA. They
are ready to fly and they are very, very interested in doing
that. It really brings the kids into the game.
I was watching on the ISS the other day where they had a
microphone and they were talking to some of the astronauts up
there to the students down on the ground, and it was great, and
it was fine, but if they had experiments up there, that would
be really, really great. If they had had robotics up there that
they control on the International Space Station with cameras on
it, that would be incredibly great. That's where we need to go
with this ISS facility that we've spent a hundred billion
dollars on.
Chairman Gordon. Thank you. If you'll back the balance of
my time.
Mr. Hall. Mr. Ross.
Mr. Ross. Dr. Marrett, thank you for joining us here today.
Do you believe that we're doing a good job of getting
resources? Mr. Smedley talked about hands-on materials to work
with the students. I know NSF has some programs where they can
provide materials, grants for equipment. Are we doing as good a
job as we should be, or what should we be doing different to
try and get those materials and those grant opportunities out
and to the public schools and get more math and science
teachers aware that they exist?
I know I came back inspired by some of the work NSF was
doing at the South Pole, and I put together a package to send
to science teachers in my district, but are we doing a good
enough job of getting that information and that knowledge from
Washington to the school districts across the country to try to
help grow a new generation of mathematicians and scientist?
What could we be doing differently?
Dr. Marrett. Our answer in terms of are we doing enough is
no, we're not. I do have some ideas about some other things
that we should be undertaking and undertaking collectively.
It's not just the National Science Foundation.
We're working collaboratively with other federal agencies.
We need to be a much stronger connection with a number of
foundations and other places. We're working with all of these
institutions. I do want to thank you, however, for your
comments that you made about the experiences at the South Pole.
As you know, the National Science Foundation operates the set
of activities in Antarctica, and we've seen what a difference
it makes as students learn a lot about what's taking place on
the continent that few people know very much about.
Let me illustrate with a little side story. There is a
teacher from Harlem who will be going in the next season to
Antarctica. She describes what this has meant to her students
in her middle school science class. They began to have a great
deal more interest in questions about climate, questions about
what the world is like because they suddenly had a connection
with someone who would be pursuing the topics of interest to
them, generating that kind of interest. We found what that kind
of activity can mean. I just want to thank you for bringing
this possibility to our attention, by your reference to the
South Pole.
In terms of the kinds of activities where other resources
can be developed, within the National Science Foundation, we're
really working more to see how to bring the activities
together. I happen to be in charge of the Directorate for
Education and Human Resources. There are seven other
directories that are very much concerned with developments in
the disciplinary areas. Everyone of the Directorates has
education programs, outreach programs, and often are looking
for effective ways to work with schools, to work with museums.
Our task then becomes to work in collaborative ways so that
we've got some cohesive materials and ideas that we can share,
but we also have to listen to know what are the contextual
conditions. A key question: What are the circumstances under
which materials and ideas can be used most effectively?
I want to thank the panelist and Mr. Smedley in particular
for drawing attention to how whatever we do it will have to be
in the context of the real world in which teachers, students
and others are operating.
Chairman Gordon. Mike, if you would yield just a quick
moment. The Science and Technology Committee has voted our
website is the best website in the House of Representatives as
well as the Senate. One thing we tried to do there is put in
links to NASA, to NSF, to every group that we could where we
could find lesson plans, we could find any type of a link to
education from all levels. So, I would suggest that those of
you in administrative positions and elsewhere communicate that.
And it's is www.science.house.gov. It really is a central
location for a lot of information.
Mr. Hall. Thank you.
Mr. Leherr, let me ask you this question. We're interested
in youngsters here today obviously. That's what this is all
about. You're with Alcoa. You all do have intern opportunities
for high school students, do you not?
Mr. Leherr. Currently no, we don't. We're not allowed to
employ folks under the age of 18. We do have intern
opportunities though for college age.
Mr. Hall. Would you offer local scholarships to students
who were interested in studies that might fit your company or
might be good students to work for your company upon finishing
internship and then getting their education here at Texas A&M-
Texarkana?
Mr. Leherr. Congressman Hall, you're putting me on the
spot, but I think definitely smart business leaders here----
Mr. Hall. Chamber of Commerce told me to put that last
part.
Mr. Leherr. I think smart business leaders would not only
offer scholarships and internships and be part of the
university and the STEM education. Obviously, somebody that
employs a lot of engineers, I think there is one football coach
that has a bunch of blue chips year after year.
Mr. Hall. I thank you. I have one other question for--if
Mr. Chairman will allow me--to Mr. Russell.
Mr. Russell, we were worried about students who get well-
rounded education not going into math and science. That's
across the country, that's the fear. Everybody's talking about
it. We're trying to encourage them, tell them how wonderful it
is and try to get them in there.
Now, you all have gone to great extents to entice them, and
you've enticed them. Now, that you've got them, how do you
ensure that the students at Morriss Elementary are receiving a
quality, well-rounded education incorporating non-science and
math subjects where they won't be math and science nerds? Is
there any better way to ask it?
Mr. Russell. No. That is an excellent way. In fact, Ms.
Morriss asked that question before she would allow us to put
her name on the building and we had to beg her to allow her to
do that, because she has quite a passion in the fine arts and
again would not allow her name on a building that did not take
great strides to do that. If you will look at the stage that
you're sitting on right now and all the lights and the sound
equipment, if I could talk all of you into coming back to the
next program of the students here in the fine arts you would
see that that is very important here.
It's just more of a flare that we may in some of the
programs that the kids are putting on, the dramas, the plays,
the musicals, you may see a science and engineering flare to
it, but all those programs are so important, especially at the
early ages. As you heard, we're taking our academy approach to
sixth grade at the middle school next year then moving up. All
of the academies are designed to where if you don't like the
science and engineering this year, the health science or the
fine arts or leadership you can switch to next and still be on
line.
The math will be one of the toughest ones because we are
advancing our math courses to where you will actually be ready
for calculus by 11th grade so you can have Dr. Green's
engineering classes in 12th. We're really designing everything
all the way Pre-K through 16. So as the kids' interest change
they can flow between academies and still be okay. So, while we
are concentrating more and have much more of a flare, it's not
at age five you're all of a sudden deciding what you want to be
at 23 and you're locked in and hurt and not well rounded
otherwise.
Mr. Hall. Okay. I thank you. Do you have other questions
Mr. Ross or Mr. Chairman?
Chairman Gordon. Mr. Hall, I just want to thank you for
pulling this hearing together. It's been very informative for
all of us. I thank Texarkana, both Texas and Arkansas for the
hospitality you have shown us while we've been here. Hopefully
we can take back some of these lessons learned and help other
communities.
Mr. Hall. I want to thank everyone, all the witnesses who
testified before the Committee today. This has been a highly
educational hearing for everyone here. Our witnesses have given
this community a lot to consider. I also would like to once
again thank the Committee Chairman Mr. Gordon for making the
trip to Texas, and to Mr. Ross for joining us on this side of
town. We all have gratitude for Marjorie Chandler, my office
and my district staff, and Tina Veal Gooch with the Texarkana
Independent School District for all of her hard work, and Bess
Caughran for accompanying the Chairman here and keeping his
books straight and writing out questions and intelligent things
for him to say.
So, if there is no objection, the record will remain open
for additional statements from the Members and for answers to
any follow-up questions. The Committee may ask of the witnesses
without objection. It is flat so ordered. Hearing is now
adjourned.
May I have one exception. If you'll all sit back down I
just want to ask you to do one thing. I'd like for you two
folks to stand up back there. Josh and Martha, please stand up.
[Whereupon, at 2:53 p.m., the Committee was adjourned.]