Better Science and Math Instruction

     It may or may not be a well-known fact that on average American students perform less well on international math and science tests than their peers from other developed countries such as Japan and Singapore.  For a country that prides itself on technological advancements and medical discoveries, this underachievement of American students is a cause for concern.  The recent emphasis on math and science education in K-12 schooling in this country is a direct reflection of what some are calling a need for the U.S. to regain its position as the technical leader of the world.

     Despite the best intentions and numerous educational reforms, many U.S. students are still outperformed on many international tests by their peers from several developed countries.  The graduation rate of American high school students is still dismal.  The specter of failing schools is becoming less fantastical and more realistic as the 2014 NCLB deadline approaches.  It seems as if the U.S. has not found the right strategy to reform education and improve student learning.

     Except, of course, Massachusetts.  According to a recent New York Times education article, the state of Massachusetts is experiencing success at teaching math and science to its students.  Even for minority students coming from low-income families, success is still evident.  For instance, in the city of Chelsea, where about 90% of its students are poor and do not speak English as their first language, as many as 54% of its 10th graders were proficient or advanced on the math Massachusetts Comprehensive Assessment System (MCAS) in 2012.

     Now what are the strategies for effective teaching of science and math?  The following are some strategies that the state of Massachusetts has used and ones that I think will work well to help students learn and appreciate science and math:

• hands-on instruction and activities (ex: taking students outside of the classroom to do experiments, experience the nature, etc.)
• clearly defined learning objectives and curricula (so that there is consistency in materials covered)
• making students accountable for their own learning (this conveys to students that they also have to put effort in the learning process)
• providing sufficient time for reform strategies to work (since a turnaround in student academic achievement does not happen overnight, the effectiveness of any reform strategy can be properly assessed only after sufficient time)

   
     So do you have any strategies that you think will work well too?  Feel free to share.

The following is the link to the New York Times article mentioned in this post:
http://www.nytimes.com/2013/09/03/science/expecting-the-best-yields-results-in-massachusetts.html?_r=0

Picture Source: http://www.mcps.k12.mt.us/portal/Portals/0/images/ScienceMathAcademysummer2009.bmp