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Transforming Math & Science Education

Before we can invent the future,we have to reinvent education.The United States has always excelled at embracing technology and unleashinginnovation. But as the rest of the world races ahead, our students have fallenbehind in math and science. Recent international comparisons show that the U.S.ranks 25th in math and 17th in science.*What’s at risk is America’s knowledge capital, which fuels innovation and economicgrowth. Fortunately, something is being done to stop the slide.The movement is under way to transform education.* Organization of Economic Cooperation and Developmentb

America’s best mindshave developed anew formula for success.Leaders in American business, education, and science joined forces in 2007 to createthe National Math and Science Initiative (NMSI), a nonprofit organization designed totransform education in the United States.Our areas of focus: Training K-12 teachers to inspire students to succeed in more rigorous courses. Recruiting more college students to become dedicated math and science teachers.Our programs produce immediate results that can be sustained over time.They are classroom tested and have a proven track record.They are cost-effective.They are changing lives.1

Transform:To alter, change, modify, cause to change;make different; cause a transformation; as in“The advent of the automobile may havealtered the growth pattern of the city”;“The discussion has changed my thinkingabout the issue”; “This class has inspired meto go to college.”Letter From theChairman of the BoardAs this Annual Report shows, NMSI is transformingscience, technology, engineering, and math (STEM)education in America.Imagine a school where students cheer wildly atpep rallies for students who scored top marks inchemistry and calculus. I n January, NMSI merged with the Laying theFoundation organization, so that by joining forceswe can train more teachers from middle schoolthrough high school. We’ve already trained nearly50,000 teachers who are inspiring the nextgeneration of students.Then imagine a school where low-income studentsdo so well on the toughest Advanced Placement(AP) courses that they earn scholarships to thebest universities in the country.And think what it would be like to have a schoolwhere girls are encouraged to master physics andengineering, so they can pursue careers in cuttingedge science fields.Those scenarios aren’t imaginary.They are happening today in schools across thecountry, thanks to the progress being made by theNational Math and Science Initiative (NMSI).In just five years, NMSI has planted math andscience programs in schools and universities thatare raising academic rigor and achievement acrossthe United States as a result.2 I n August, we merged with AP Strategies (APS),which has pioneered Advanced Placementteacher training and student support in Texas.APS targets rural and urban school districts withan 80-95 percent minority population and an 8095 percent free/reduced lunch population — andgets terrific results. Our AP program is patternedafter this pioneering program, so our merger is ahomecoming of sorts. T his fall, we expanded our Initiative for MilitaryFamilies. This new outreach is bringing quality APcourses to more students from families serving inthe U.S. military.

I n addition, we have expanded the highlysuccessful UTeach program to prepare newmath and science teachers. UTeach is nowbeing implemented in 34 universities in 16states — and is poised for major expansion.The results from these programs continue to beimpressive — and transformative.We are pleased to report that students in ourAP program achieved a 79 percent increase inqualifying scores in math, science, and English injust one year — while the rest of the U.S. had a7.3 percent one-year increase.What’s more, this program increased the qualifyingscores earned by African American and Hispanicstudents by 107 percent — in their first year in theprogram. We have energetically recruited femalestudents to take more STEM subjects and havegiven them the skills to succeed. As a result, thequalifying scores earned by female students in ourAP math and science courses have been eight to 10times the national rate for the last four years.These results are transforming public school cultureby raising the academic bar much higher. And yes,when the results are announced, our AP studentsare honored at pep rallies with marching bands andcheerleaders, just like the football and basketballteams — only our students racked up winning scoresin biology, calculus, and computer science.At the same time, our popular UTeach programhas reached a record enrollment of more than6,000 students. Experience has shown that 88percent of these talented and brainy STEM majorswill go on to teach in public schools when theygraduate. They are on their way to providing aneeded infusion of math and science expertise intoAmerican classrooms, the kind of STEM oxygenthat our public schools need.While this success is certainly encouraging,there is much more to do. Recent SAT and ACTresults show that more than half of our country’scollege-bound seniors are not college ready.Only 43 percent of SAT takers in the class of2012 graduated with the academic preparednessassociated with college success. The ACT resultsalso confirmed a troubling achievement gap amongstudents by race and ethnicity: only 13 percentof Hispanic and five percent of African Americanstudents met the college-ready benchmarks.We must do better.Our country’s future depends on continuing toraise academic rigor in our public schools. Thestakes are high. Economic data shows that a millionadditional STEM graduates will be needed overthe next 10 to 15 years to fill economic demands.National security experts are warning that thehuman capital shortage in math and science isthreatening our cyber security, saying that fillingthe security manpower needs is “like trying tofield a major league baseball team when there’s noT-ball team.”The warning signs are clear: We must prepare moreof America’s young people for a more challengingworld, to compete for jobs and to safeguardour national infrastructure. NMSI is showing theway. With your support, we can do even moreto transform our schools and transform STEMeducation in the United States.Tom LuceChairman and Founding CEO, NMSIFormer Assistant Secretary,U.S. Department of Education3

More than 2.1 million studentshave been impacted by NMSIprograms already.4

NMSI Programs in 29 States and GrowingTeacher Training ProgramOver 60,000 teacherstrained in 33 statesN M S I P r o g r am L o c ations , 2 0 1 2AP Program462 schools in18 statesUTeach Program34 universities in16 states5

Transforming Schools6

How We Make a DifferenceA dvan c e d P lac e m e ntCou r s e w o r k I s t h e K e yThe AP curriculum is the best indicator availableof whether students are prepared for collegelevel work. S tudents who master AP courses are three timesmore likely to graduate from college. F or minority students, that multiplier is evengreater: African American and Hispanic studentswho succeed in AP courses are four times morelikely to graduate from college.NMSI’s Advanced Placementprogram is now boostingacademic achievement in462 schools in 18 states —from Connecticut to California.T h e P r o c e ss o f Ac h i e v e m e ntHow does our AP program make a difference? Students in our program learn to set goals. They spend more time on task. T heir teachers receive specialized training andclassroom resources. B oth students and teachers are given incentivesto work smart and produce results. The return onthat investment is many more young Americansequipped with the skills that today’s high techeconomy demands.E x pan d in g t h e Pa r am e t e r so f S u c c e ssNMSI has more thandoubled the number ofhigh school students takingAP math and science inparticipating schools. N MSI has also more than doubled the number ofqualifying scores in those subjects. T hat means we are opening doors to college-levelcourses for a much broader array of studentsthan ever before — rich, poor, rural, urban,suburban, African American, Hispanic.**A score of three or higher on a five-point scale isconsidered a qualifying score and can make a studenteligible for college credit.7

A Very Successful MissionJust as the Apollo 11 moon landing inspired young Americansto want to become astronauts in the 1960s, our programs areinspiring more young Americans to reach higher and workharder in critical subjects like chemistry, biology, physics, andcomputer science.The results speak for themselves.The schools in ourAdvanced Placement (AP)program make up just 1.5percent of all schools inthe United States.And yet these schools aloneaccount for 7.4 percent ofthe country’s overall increasein qualifying math, science,and English AP exam scores.8

“ All of my teachers are incredible. I’vehad teachers that pushed me to learnextra material. I’ve had AP English,history, and calculus teachers thatwould work just as hard as I did, andit reinforced my belief that I couldpass the exams.”AP Student9

Multiplied Across the CountryAfter four years of solid performance, we’veestablished that quality programs canbe taken to scale in all manner of schoolenvironments, large and small, rural, urban.Raisi n g q ualif y i n gsco r es b yE x plosi v e an dS ustaina b l e R e sultsS tu d e n t S uccessT h e M ultipli e r E f f e c tWe’ve more than doubled the number of students takingAdvanced Placement classes in math, science, and Englishin participating schools.This means we are opening doors to college success forunderserved student populations who have not had theencouragement to tackle challenging coursework in mathand science before.Our AP program is consistently producingresults the first year — raising qualifying scoreson AP math, science, and English exams by anaverage of 79 percent.And we have shown those results can besustained over time by achieving a 137 percentincrease in qualifying AP scores over threeyears. This reaffirms that with strong programsand strong oversight, scaling up can move theneedle in public education.I n c r ease10

Proof Positive inMeasurable ResultsI n c r easeGains for traditionally underrepresentedgroups are even more impressive.Qualifying scores for African Americanand Hispanic students average an increaseof 107 percent in AP math, science, andEnglish the first year of the program. Thatis eight times the national average.Closing the achievement gap forunderrepresented groups.1,2001,000800600400First Yearof DISD APProgram200019901996Minority Students20012012Non-Minority Students11

We are boosting STEMsuccess for female studentsThe average one-year increasein qualifying scores in APmath and science for femalestudents, who historicallyhave not been encouraged topursue those subjects, is 84percent, which is 12 times thenational average.I n c r ease12

Producing a Ripple EffectOur AP program is changing the public schoolculture in other critical ways: B y providing customized training for APteachers, we are enabling not only their APstudents to benefit, but also the students in theirother classes, impacting thousands of studentsthroughout the school over time. B y providing resources for state-of-the-art labexperiments and learning software, we are raisingthe caliber of hands-on learning in schools. B y providing an exciting new model for publicprivate cooperation, we are rallying greaterinvolvement in math and science education fromenergy companies, aerospace corporations, banks,communications giants, and construction firms. B y preparing students so that they are careerand college ready and graduate on time, we aresaving thousands of dollars in tuition. Our studentsare able to seek challenging majors, earn moreadvanced credits, and have lower remediationrates and higher GPAs than non-AP students. B y getting school districts to recommit to rigorand excellence for all students, we are seeingschools in our program states beginning toclose the achievement gap among traditionallyunderrepresented students, including AfricanAmericans and Hispanics. For example, ProjectOpening Doors in Connecticut had five of thetop 10 schools in qualifying scores for AfricanAmericans and Hispanics in AP math, science,and English in 2012 for the entire state.13

Ac c e l e r at e d S tat e sWhen we go into a state,we lift the entire state’s APperformance, and as a resultthey lead the country. Thefirst six states to implementour AP program all finishedin the top 10 nationallyfor percentage increase inpassing math, science, andEnglish AP scores since2008. There is no otherformal program in thecountry that has producedthese types of results.Those rankings nnecticutMassachusetts

53/53 U nl e as h in gU ntapp e d P ot e ntialIn a highly diverse Massachusetts high school ina struggling rust-belt city, all 53 of the studentswho were taught AP chemistry by a NMSI-trainedteacher earned qualifying scores on their APchemistry exams — a grand slam achievementunder any circumstances, but especially meaningfulfor students who have not had the benefit of APcourses before. Those students now have a realisticchance to succeed in college, and many will be thefirst in their families to get a college education.15

M o r e E v i d e n c e o f E xc e ll e n c eFrom coast to coast, NMSI is raising the bar inacademic achievement and transforming schoolcultures in the process. Here are just a few examples: I n Hawaii, the first four high schools toimplement the NMSI AP program — Mililani,Radford, Campbell, and Leilehua High Schools —accounted for 82 percent of the state’s increase inqualifying AP math, science, and English scores inHawaii. The four schools ranked 1st, 2nd, 3rd, and5th in the increase in the number of qualifyingmath, science, and English scores in the state. I n Georgia, Howard High School students inthe first year of the NMSI program earned 87qualifying scores on AP math, science, and Englishexams, a 156 percent increase from the previousyear. The NMSI program boosted the number ofHoward High students taking the rigorous APmath, science, and English courses from 133 in 2011to 363 in 2012, a 173 percent increase in enrollment. I n Oklahoma, two of the first two high schoolsimplementing the NMSI AP program — Carl Albertand Eisenhower High Schools — have produceda combined 69 percent increase in qualifyingscores on AP* math, science, and English examsin the first year of the program — 26 times therest of the state’s average. The two NMSI schoolsaccounted for 35 percent of the state’s increase inqualifying AP math, science, and English scores.Eisenhower High School led the state in qualifyingscores in AP math, science, and English amongAfrican Americans and Hispanics. Carl AlbertHigh School was one of the state’s top achievers,with a 254 percent increase in qualifying scores inAP math and science exams. I n Virginia, two high schools in the NMSI APprogram, Green Run and Salem, produced acombined 64 percent increase in qualifying examscores in AP math, science, and English, which isnine times the national increase. Since the NMSIprogram was launched in the schools, enrollmentin AP math, science, and English has increased 59percent from 394 students to 625 students.* Advanced Placement, Pre-AP, and AP are registered trademarksof the College Board.We Make a Dramatic Difference in One YearAnd Continue to Sustain That Difference After Three YearsPercentage increase in scores of three or greater for 294 National Mathand Science schools in the first year of the programPercentage increase in scores of three or greater for 136 National Math and Scienceschools during three years in the programA ll stu d e n tsA f r ica n ame r ica n a n dH ispa n ic stu d e n ts107%F emalestu d e n tsA f r ica n ame r ica n a n dH ispa n ic stu d e n ts104%84%79%A ll stu d e n ts203%84%F emalestu d e n cienceSource: College ce26%MathandScienceSource: College Board. 63 schools started in 2008, 73 schools started in 2009,88 schools started in 2010, and 70 schools started in 2011.U.S.NMSI

“ The AP courses have helped me learn tothink critically. They are definitely the bestcourses implemented in the school. Theyraise the level of expectations. The APteachers are highly informed about thesubjects they are teaching, and they arealways open to tutoring and helping you.”AP Student17

Focus on Military FamiliesOur military service memberssacrifice so much for thiscountry — a great educationfor their children should notbe one of those sacrifices.In 2010, with generous funding fromthe Lockheed Martin Corporation, NMSIbegan transforming schools that servemilitary families, and the results havebeen stunning. In 2012, schools in ourprogram for military families were stateleaders in the increase in qualifying APmath, science, and English scores.I n c r easeFor example, our two schools inOklahoma accounted for 35 percent ofthe entire state’s increase in qualifying APscores while our four schools in Hawaiiaccounted for 89 percent of the entirestate’s increase in qualifying AP scores.18

I n c r easeBy providing consistent, exceptional math andscience education in high schools serving militarybases in the U.S. The program brings collegelevel coursework to students through the highlyregarded and highly effective Advanced Placementcurriculum. Because the AP courses are standardacross the country, this program providesexcellence and continuity for students whenevertheir families are transferred.The 29 military impacted schools in ourprogram saw a 64 percent increase inqualifying math, science, and English APscores — nine times the national average.I n c r easeHow does NMSI produce these outstanding results for thesestudents from military families that serve our country?African American and Hispanic studentsin the program saw an 81 percentincrease in qualifying math, science, andEnglish AP scores, and females saw a 113percent increase.In Fall 2012, the program expanded to 52 militaryimpacted high schools in 15 states. There are stillover 200 schools that need this program. Withadditional support, this program can be expandedto include the majority of public high schools nearmilitary bases.Why bring AP to military impacted schools?Expanding participation in AP courses not onlygives students from military families theopportunity to earn college credit, but alsosignificantly increases their chances of succeedingin college. Students who take an AP course arethree times more likely to complete their collegeeducation and find success in careers, whether inthe private sector or in the military.19

Transforming Teaching20

A New Equation for ExcellenceHow do you strengthen teaching in America?It’s simple: Give existing teachers top-notch training that iscustom tailored for them and their schools. Then keep thelearning process going by providing ongoing professionalsupport and encouragement.The National Math and Science Initiativeis leading the country in such specializedtraining today. We are strengtheningthe existing teaching corps through theprofessional training that is at the heartof our K-12 programs.To date, more than 60,000 teachers have beentrained by NMSI programs.21

Training for Teachers by TeachersOur promise is this: NMSI is dedicated toproviding the very best content-based,pedagogy-driven, teacher-to-teachercoaching from grades K-12. That trainingis supported by rigorous classroom-readylessons and web-based resources toimprove the quality of math, science, andEnglish instruction.Creating the MostEffective Solutions T ips from trainers who have been successful insimilar scholastic environments.Teachers participating in the NMSI K-12 trainingprograms can count on individualized support: T raining sessions that integrate the latesttechnology, so teachers know how to use thebest available tools, from cutting-edge softwareto exciting lab experiments. C ustomized training to provide what teachersneed to teach effectively. Data-driven solutions based on analysis ofclass scores and student demographics in theirparticular school. C ustomized tutorials based on issues thatconcern the teachers.22 O nline resources include screencasts ofteaching sessions, so students can replay videosof specific lessons. O nline forums with content support develop ateacher support community.

NMSI Is Leading the Way in Common Core State Standards ImplementationNMSI teacher training programs are focusedon increasing college readiness for allstudents. Our training, lessons, and classroomresources are aligned to new standards,providing teachers the tools they needtoday to help their students succeed on newassessments in the 2014-2015 school year.In 2012, NMSI was unanimously selected by the Partnershipof Assessment of Readiness for College and Careers (PARCC)to create and lead the Educator Leader Cadres (ELC). NMSIis training the educators participating in the ELC to becomeexperts in Common Core and the assessments, so that they cantrain educators in their home states.NMSI has completed Common Core training for teachersacross the country and was recently selected to train collegeof education professors in Tennessee on the new standards.23

A New School of Thought for Future Teachers, the UTeach ProgramOur UTeach program is a successful new template for teacher educationin American universities.Thanks to UTeach, we are able to recruittalented and gifted students who aremajoring in math and science — someof our country’s best and brightest — toconsider teaching as a career option.UTeach is instrumental in enabling us tofill the growing gap in qualified scienceand math teachers.C r e atin g t h e Catalystsf o r S u cc e ssOriginated at The University of Texas at Austinin 1997, the UTeach program enables studentsmajoring in STEM fields such as engineering,physics, biology, chemistry, and computer scienceto receive full teaching certification without addingtime or cost to their degrees. E arly and intensive field teaching experience,beginning in the UTeach students’ first semester.The core elements include: C ontinuous support provided by experiencedteacher leaders. A ctive recruitment and incentives, such asoffering the first two courses for free. C omprehensive induction support to helpgraduates transition to their teaching assignments. A compact and flexible degree program thatallows students to graduate in four years withboth a degree and teaching certification.24 A strong focus on acquiring deep contentknowledge in math and science, in addition toresearch-based strategies tailored to teachingmath and science effectively.

The Math and Science of Social ProgressUALRTeachUNIVERSITY OF ARKANSAS AT LITTLE ROCK 25

Surveying the ShortfallBest estimates are that ourcountry will need 100,000more math and scienceteachers by 2020, just sevenyears from now.Projected Number of Students Taughtby UTeach Graduates Nationally4,000,0003,000,0002,000,000Cohort 3 Spring 2012Cohort 2 Fall 2010Cohort 1 Fall 2008UTeach at UT Austin More than a third of new math and scienceteachers leave the classroom after only a fewyears, perpetuating the shortage of qualified1,000,000Assumptions: 80 percent of teachers willbe retained for at least five years. Each willteach 150 students per year.STEM teachers. I n a stop-gap attempt to fill the vacancies, manydistricts have to assign teachers who have nevermajored or minored in math and science to teachthose courses. I n the crucial middle school preparatory years,more than two-thirds of 5th-8th graders arebeing taught math by teachers without a mathdegree or certificate. And more than 90 percentof those same students are being taught physicalsciences by teachers without a physical sciencedegree or certificate.262008201220162020

Designing Career Paths to Bridge the GapUTeach addresses national needs by producing teacherswho are confident and competent in their subject matter —and who want to stay in the classroom. ome 88 percent of UTeach graduates go onSto teach in math and science classes, often inhigh-needs schools. And five years later, 80percent are still teaching, compared with 65percent nationally. T he innovative UTeach model fosters new collaborationbetween schools of natural sciences and education, breakingdown barriers between the traditional department “silos.” P artnerships are also being created with local schooldistricts, providing UTeach students with field experienceearly in their college studies and providing school districtswith fresh talent. U Teach is establishing a new paradigm for schools ofeducation by putting students in front of classroomsthroughout their college program, rather than during theirfinal semesters. U Teach master teachers are leading the way by infusing themost effective techniques for teaching math and science intoeducation courses.27

ChartingContinuous GrowthGrowth in UTeach EnrollmentNational ApplicationIn just five years, this innovativeprogram has been embraced by34 universities and has grown tomore than 6,000 students. M ore than 1,150 college students havegraduated from the UTeach program asof 2012.6,2005,5654,8413,3311,716 A n estimated 10,225 teachers will graduateby 2020 from the 34 universities currentlyparticipating. S ignificant growth in the UTeach program isanticipated in the coming year, which meanseven larger numbers of specially trainedmath and science teachers will be infusedinto school districts across America. U Teach is partnering with the Clinton GlobalInitiative and the Carnegie Corporation inthe “100Kin10” project, which seeks to recruit100,000 new math and science teachers inthe next 10 years. B ecause of the UTeach program’s growingsuccess in producing a new generationof content-trained teachers, UTeach wasspotlighted by NBC Education Nation inSeptember as part of a nationwide focus onsolutions that can improve public 12Fall2012

UTeach Program Graduates(Cumulative Count)2011201220142016201820207791,150As of 2012, actual number of graduates2,9335,1677,64110,22529

2012: A Yearin ReviewJ anua r y NMSI announced the appointment of CarolynBacon Dickson, Executive Director of theO’Donnell Foundation, as a member of its boardof directors. Laying the Foundation, NMSI’s pre-AP and APtraining program, launched the Flipping theClassroom Blog, which recaps experiences ofhigh school teachers implementing the flippedclassroom model of teaching.F e b r ua r y NMSI was spotlighted by the White House for itsrole in expanded efforts to prepare 100,000 newSTEM teachers over the next decade as part ofthe “100Kin10” coalition. Arimus Wells, a student in NMSI’s Initiative forMilitary Families in Colorado, was a special guestat a White House event designed to spotlight theneed for private-sector investment in successfulmath and science programs.March The National Bureau of Economic Researchreleased a study which shows that studentswho are part of the AP program are more likelyto attend college in greater numbers, remainin college past their first year, and secureemployment. Bernard Harris, NMSI board member and firstAfrican American in space, was featured on theBill & Melinda Gates’ website Impatient Optimists,where he discussed the need for more STEMrock stars.30

A p r ilJ un e NMSI’s AP program was expanded to publicschools in Colorado and Indiana, thanks tothe Department of Education’s “Investing inInnovation” (i3) grant program and matchingfunds raised by NMSI. ExxonMobil broadcast a series of commercialshighlighting NMSI and the need to inspire moreAmerican students to succeed in STEM duringthe 2012 Masters Golf Tournament. NMSI co-hosted the U.S. News STEM SolutionsSummit, where Tom Luce was inducted into theSTEM “Leadership Hall of Fame” by U.S. News& World Report and where former NMSI CEODr. Mary Ann Rankin was named one of the 100Women Leaders in STEM. NMSI was unanimously selected to lead theEducator Leader Cadres (ELC) for the Partnershipof Assessment of Readiness for College andCareers (PARCC) and to use its proven, peer-topeer training model to provide Common Coredriven, content-focused, and pedagogy-basedinstruction to the ELC members. NMSI Senior Vice President Gregg Fleisher, wasa featured speaker at the annual Military ChildEducation Coalition Conference, “Military Kids:Shining from Sea to Sea,” in Grapevine, TX.M ay NMSI’s acclaimed UTeach program reached anenrollment milestone of 5,500 students and 800program graduates. The announcement wasmade at a high-profile STEM teacher symposium,“America’s Future STEMS on Great Teachers: AreWe Ready?,” which NMSI hosted at the NationalPress Club in Washington, D.C. Featured panelistsincluded NMSI board member Dr. Nancy Grasmick,former Maryland Superintendent of Schools. The UTeach Institute hosted their 6th annualconference in Austin, TX, which drew morethan 400 participants. One of the featuredspeakers was Dr. Steve Cantrell, Senior ProgramOfficer for research and data at the Bill & MelindaGates Foundation. NMSI honored 23 outstanding teachers fromNMSI’s AP program at a special event inWashington, D.C. The teachers were honored forhelping to expand the number of public schoolstudents taking and succeeding in AP math,science, and English classes. William H. Gray, III,former U.S. Congressman and former President/CEO of the United Negro College Fund, deliveredthe keynote address.J uly NMSI joined all of America in mourning the lossof Dr. Sally K. Ride, the legendary astronaut andfirst American woman in space. Dr. Ride was alsoone of the NMSI’s founding board m

National Math and Science Initiative (NMSI). In just five years, NMSI has planted math and science programs in schools and universities that are raising academic rigor and achievement across the United States as a result. As this Annual Report shows, NMSI is transforming science, technology, engineering, and math (STEM) education in America.

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