2005 State Science-Math Indicators

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2005 State Science-Math Indicators

CCSSO Report shows Gains in Student Enrollments in Higher-Level Science and
Mathematics; Continued Demand for Qualified Teachers

Washington, DC ­ The Council of Chief State School Officers (CCSSO) released
a new edition of the biennial series, State Indicators of Science and
Mathematics Education. The report provides state, national, and local
decision-makers, educators, and researchers with key indicator trends and
valid state by state comparisons.  The purpose of the Science and
Mathematics Indicators series, which began in 1991, is to improve the
quality and reliability of information concerning the progress of K-12
science and mathematics education in our public schools.

An electronic version of the main report, and a data appendix, are available
on the web at
<http://www.ccsso.org/Projects/Science_and_Mathematics_Education_Indicators>
To order a copy of State Indicators of Science and Mathematics Education,
visit <http://publications.ccsso.org>

The 2005 report focuses on two key areas for State-level indicators:
Course enrollments in science and mathematics in the middle grades and high
school, Teacher supply and quality in the critical teaching fields of science and
mathematics.

Data are analyzed across the states and trends are reported by state from
1996 to 2004.  The state-by-state and national indicators in the report have
multiple uses, including  analyzing effects of policies, planning program
improvements, identifying indicators for more detailed analysis at the
district or school level, and conducting research on education change across
states.

Several significant findings are reported in the 2005 State Indicators of
Science and Mathematics Education:

Increased enrollments in Higher-level Mathematics and Science Courses:  Four
years of high school mathematics were completed by 50 percent of graduates
as of 2004, and 72 percent completed three years of high school math.   High
school chemistry was completed percent by 60 percent of graduates as of
2004, and 25 percent completed physics.

During the 2003-04 school year, 48 percent of all high school students were
taking a higher level mathematics course (above algebra 1), which
represented an increase of 10 points from 1995-96.  In the same year, 31
percent of all high school students were taking a higher level science
course (chemistry, physics or an advanced course in any field).  The
percentages of students taking higher level courses in mathematics and
science varied by state from 23 percent to 60 percent.

Demand for Qualified Teachers continues to rise:  From 1996 to 2004, the
number of high school and middle grades teachers of science and math
increased by 20 percent.  At the same time, the percentage of teachers
certified in their assigned field has remained level.  In 2004, 89 percent
of high school mathematics teachers and 61 percent of middle grades
mathematics  teachers were state-certified.  In science, an average of 85
percent of high school teachers were certified, and 63 percent of middle
grades teachers were certified to teach science.

Data for the State Science and Mathematics Education Indicators were
provided by the state departments of education and the U.S. Department of
Education.   Funding support for the 2005 report was received by CCSSO from
the National Science Foundation and Texas Instruments, Incorporated.


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 The Council of Chief State School Officers (CCSSO) is a nonpartisan,
nationwide, nonprofit organization of public officials who head departments
of elementary and secondary education in the states, the District of
Columbia, the Department of Defense Education Activity, and five U.S.
extra-state jurisdictions. CCSSO provides leadership, advocacy, and
technical assistance on major educational issues. The Council seeks member
consensus on major educational issues and expresses their views to civic and
professional organizations, federal agencies

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