Precollege Education in
Mathematics, Science and Technology
in the United States

IEEE-USA believes that a scientifically and technologically literate work force is necessary if the United States is to advance technologically and retain its leadership in scientific research and development. Improvements in precollege mathematics, science, and technology education are essential if this is to be achieved. Because of the multi-dimensional nature of the education system, effective action can best be taken in coalition with other technical and scientific societies. Therefore, IEEE-USA urges IEEE entities and U.S. sections to assume leadership roles in creating local coalitions with these societies and with businesses, educational institutions, and government entities.

Both these coalitions and individual U.S. IEEE members should call for a national goal of scientific and technological literacy for all and should support national policies and local initiatives for excellence in learning for all students. They should support curriculum reform, higher mathematics and science standards for high school graduation, better teacher training, alternative means for science and engineering professionals to become teachers, and greater accountability for educational excellence on the part of administrators and teachers.

Young people need a strong background in mathematics, science, and technology to be successful contributors in an increasingly complex world. A technologically literate work force is necessary for this nation to remain competitive in the global marketplace. Interested and capable students must be attracted to career fields in science, engineering, and technology. Unfortunately, the gap is wide between the demands of modern society and the preparation that the nation's young people currently receive. The challenge is to increase significantly the amount and quality of mathematics, science, and technology education provided to all precollege students.

IEEE-USA will work with appropriate engineering, scientific, and educational societies toward the following objectives:

• Continuing federal government policies that give priority to science, mathematics, and technology education, with special attention to women, under-represented or minority groups, and "at risk" youth.
• Influencing local policymakers to adopt the national standards for mathematics, science, and technology curricula and to use these guidelines to reward accountability by teachers and administrators.
• Improving curriculum content and subject delivery, especially in the elementary and middle grades.
• Revising teacher training to stress competency in subject matter as well as teaching methodology.
• Expanding alternative certification programs to encourage the classroom participation of technical and scientific professionals.
• Using research-based, quality instructional materials to help students absorb information-intensive, scientific subject matter.
• Experimenting with innovative approaches to instruction, evaluating them, and disseminating the results to educators nationwide through mechanisms such as regional workshops.
• Having administrators and teachers set high standards for themselves and their students and work with parents to develop shared expectations about what students should learn.

To achieve these objectives, IEEE-USA will work in concert with other technical and scientific societies through a nationwide network of active volunteers, providing support to U.S. sections and individual IEEE members to encourage and help them to:

• Solicit the support of state legislators and local Congressmen for policy changes leading to improvements in the education system.
• Interact with local and state school boards, non-public schools, two-year colleges and university boards of regents to encourage reform.
• Work with school districts, state education departments, and university schools of education to establish staff support positions for engineers to serve as technical coordinators to integrate engineering concepts into the curriculum and teacher training.
• Work with institutions of higher learning and school systems to establish staff positions for engineers and technical professionals to coordinate the delivery and utilization of technology in the school environment.
• Bring together local chapters of professional societies, businesses, universities, and government agencies to help local school districts improve mathematics, science, and technology education.
• Help schools incorporate proven methodologies, such as Total Quality Management, to improve work skills, motivation, and organization.
• Get involved directly in schools and classrooms through such activities as guest lecturing, tutoring, mentoring, and arranging industry internships for teachers and students.
• Participate in extracurricular activities, such as club sponsorships, field trips, supplemental programs, and competitions, to enrich students' knowledge and recognize their achievements in mathematics, science, and technology.

This statement was developed by the Precollege Education Committee of the Institute of Electrical and Electronics Engineers, Inc. – United States of America (IEEE-USA), and represents the considered judgment of a group of U.S. IEEE members with expertise in the subject field. IEEE-USA promotes the career and technology policy interests of the nearly 225,000 electrical, electronics, and computer engineers who are U.S. members of the IEEE.

The Institute of Electrical and Electronics Engineers - United States of America
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Copyright © 1999 The Institute of Electrical and Electronics Engineers, Inc.
Permission to copy granted for non-commercial uses with appropriate attribution.