CSU Math and Science Teacher Initiative California Mathematics

CSU Math and Science Teacher Initiative California Mathematics Council-North December 5, 2009 Joan Bissell, Director Mathematics and Science Teacher Initiative Office of the Chancellor California State University

Math and Science Teacher Initiative (MSTI) Addresses Acute Problems in Supply of Math and Science Teachers § California will need 33, 000 new mathematics and science teachers over the next decade § Low-income and minority students are disproportionately taught by out-of-field and under-prepared teachers § The state’s lowest performing secondary schools are 3 -4 times as likely to have under-prepared math and/or science teachers 2

Comprehensive Math and Science Teacher Effort: CSU Strategies for Doubling Math & Science Teachers § § § Comprehensive Recruitment New Options and Multiple Pathways Financial Support and Incentives Community College Alignment and Transfer Internet-supported Delivery of Resources for Candidates Partnerships with Foundations, Federal Agencies, Industry 3

MSTI Performance is Evaluated Thoroughly: CSU Math and Science Teacher Initiative Results § Significant overall gains occurred – + 76. 6% in CSU teacher production (768 to 1, 356) – + 83. 5% if second authorizations included (768 to 1, 409) § Major gains in mathematics – Increase of 125% (349 to 786) § Gains in all four science areas – Biology +24% (295 to 367) – Chemistry +62% (56 to 91) – Physics +34% (29 to 39) – Geosciences +97% (37 to 73) 4

MSTI has Involved the Entire CSU System: Statewide Scope and Impact of Outcomes § Gains among virtually all campuses – Increases have occurred on 20 campuses – 12 campuses increased their yearly production by over 50% – 8 campuses doubled their production § Gains in second authorizations – 8. 5% of CSU science candidates earn second authorizations, reducing out-of-field teaching in severe shortage areas § Major gains in middle school mathematics teachers – Foundational Level Credential was established in 2004 – CSU has prepared more than 300 new middle school mathematics teachers 5

Focus on Closing the Achievement Gap: CSU Math & Science Teachers Serve High Need Schools § 44% teach in urban schools § 36% teach in schools that have not met their annual API § 44% teach in schools with more than half of the students in poverty § 91% teach in schools without fully credentialed teaching staff CSU’s new teachers are contributing significantly to overcoming inequities in the distribution of math and science teachers. 6

Financial Support for New Math and Science Teachers: All CSU Campuses Offer Noyce Scholarship Funding § NSF Noyce Scholarships now on all 22 CSU campuses § NSF Noyce Master’s/Credential programs on 6 campuses § NSF Noyce Master’s/Credential planning grants on 5 campuses New NSF funding to CSU campuses in 2009 -10 was $15, 600, 000. NSF Noyce Funding provides up to $30, 000 in scholarships for each qualified CSU math/science student pursuing a teaching career and up to $50, 000 in fellowship support for students as they pursue a Credential/Master’s and are beginning teachers 7

Building Support for Mathematics Teacher Education: CSU Initiative Recognized for Success As National Model CSU’s Initiatives have been recognized for their success by: § American Association of Colleges of Teacher Education § National Association of System Heads § Association of Public and Land Grant Universities § US Department of Energy § NASA § California Council on Science and Technology MSTI partnerships were also cited as successes at the President’s Council of Advisors on Science and Technology meeting-October 2009. 8