Missouri Education News
Copyright © 2007 Queue, Inc.
IN THIS ISSUE:
MissouriÕs SAT Scores Improve;
Popularity of "AP" Classes Is Still Growing Rapidly
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There
is growing consensus among the nation's business, government and higher
education leaders that unless schools do more to train and nurture a whole new
generation of young Americans with strong skills in math, science and
technology, U.S. leadership in the world economy is at risk. A new research
report from the opinion research and citizen engagement organization Public
Agenda concludes that Kansas and Missouri parents and students didn't get the
memo.
"Important, But Not for Me: Parents and Students in Kansas and Missouri Talk About Math, Science and Technology Education" details parents' and students' current thinking about MST education and their satisfaction with the existing curriculum which most experts see as vastly below world-class standards. According to the study, just 25 percent of Kansas/Missouri parents think their children should be studying more math and science; 70 percent think things "are fine as they are now." The report also explains why parents and students are so complacent in this area and what kinds of changes might be helpful in building more interest in and support for more rigorous MST courses.
"A
crucial part of our ten year initiative to improve MST throughout the Kansas
City area is to better understand how parents and students view MST careers,
the importance of these subjects in their lives, and the value they place on
these subjects in the school curriculum," said Dennis Cheek, Vice
President of Education at the Ewing Marion Kauffman Foundation. "This
study resoundingly confirmed what was observed in an earlier Public Agenda
national study - parents and students have not received a clear message about
the importance of MST to life, learning, and earning in this new millennium despite
a multitude of national reports and pronouncements by national policy makers.
The challenge ahead of us is to more fully inform and engage parents and
students as full partners in educational reform."
"Important,
But Not for Me" shows that parents and students are aware of the United
States' slippage in international standings on MST education and recognize that
students who complete advanced courses in MST education have good employment
prospects and can expect a successful future. But the report also describes a
disconnect between this understanding and their own personal interests and
expectations.
"Students
would not be motivated to take MST courses by abstract notions of international
competitiveness, but could be convinced take higher level classes if they
believed they were essential for the career and college opportunities to which
they aspire," said Jean Johnson, Executive Vice President of Public Agenda
and Director of Education Insights.
The
full report along with the complete questionnaire and topline data are
available online at: http://www.publicagenda.org/ImportantButNotforMe
The
findings are based on twelve focus groups with parents, teachers and students
in the Kansas City region, fifteen expert interviews with local business,
education and community leaders and telephone interviews with a random sample
of 1,472 parents of children grade 6-12 in public school in Kansas and Missouri
and 1,295 public school students in grades 6 through 12.
What
Parents and Kids Say
While
86 percent of parents agree that "students with advanced math and science
skills will have a big advantage when it comes to work and college
opportunities" and 63 percent of students say "it's crucial for most
of today's students to learn higher-level math skills like advanced algebra and
calculus," when it comes to ordering their personal priorities, MST
education looses out.
While
92 percent of parents and 83 percent of students say it is "absolutely
essential" (as opposed to "important but not essential") that
students learn basic reading and writing and 91 percent of parents and 79
percent of students think having basic math skills is "absolutely
essential," only 23 percent of parents and 26 percent of students believe
it is essential to understand higher level math like calculus and only 23
percent of parents and 24 percent of students say it is essential to understand
advanced sciences like physics.
On
a postive note, the report notes that algebra is fairing well as a priority.
The subject has been given significantly more national attention by leaders in
recent years who have argued that it is a critically important subject for all
students to master, and the Public Agenda research suggests that this emphasis
is paying off. Nearly 8 in 10 parents (79 percent) and 7 in 10 (70 percent)
students say algebra is absolutely essential. This suggests that parents and
students may be open to arguments about the importance of advanced MST mastery
for today's students
"In
fact, this is something we saw quite clearly in focus groups for this
project," said Jean Johnson. "As people learned more about the
expanding role of math, science and technology in the new economy, the more
importance they attached to students mastering these subjects."
Satisfaction
with Teachers, Curriculum
Both
parents and students are satisfied with their schools' MST teachers and
curriculum. Parents say that courses are harder than when they were in school
(69 percent say math courses are harder and 51 percent say science courses are
harder). This, the report contends, has lead to complacency among parents and
students. When it comes to whether their child's school should be teaching more
math and science, 70 percent say "things are fine as is."
Asked
whether all students should be expected to take advanced science classes such
as physics and advanced chemistry, 72 percent of students said no, "It
should be expected only of students who are interested." Like their
parents, students give MST teachers high marks. More than 7 in 10 say that
their teachers are helping them "learn a lot" about these subjects.
And only 20 percent say that low student achievement can be attributed to not
having enough good math and science teachers.
In
Need of Convincing
Some
good news from the research: kids do not buy into the stereotypes that MST
achievement depends on natural ability or that students who do well in these
subjects are less popular or socially awkward. Seventy percent of students
disagree with the statement that "students who are strong in math and
science tend to be less popular." An even larger majority (85 percent)
hold that math and science are subjects that "kids can learn in school and
develop with experience" rather than being "something kids are mostly
born with." So, if kids believe they could do it, what would convince them
to do it?
Three-quarters
of students (76 percent) say that math and science are irrelevant to their
lives. But when such courses are required for college, it seems to make the
difference. In the survey, parents and students both said they would be most
motivated by arguments that relate to future opportunities for young people in
higher education or in the job market. Sixty-three percent of students say
advanced math is crucial for success in college and work. Additionally, the
focus group portion of the research indicated very low levels of understanding
among students of just what sorts of careers involved knowledge of math,
science and technology. Together this suggests that families would likely put
more emphasis on advanced MST education in high school if universities and
trade schools mandated MST prerequisites for a greater number of incoming
students whose intended majors necessitate such knowledge.
More
abstract arguments for students taking higher level MST courses are not likely
to work, the report concludes. While policy leaders often invoke dire warnings
about regional and national competitiveness, the research found that parents
and students are less moved by this argument than they are by the idea that a
strong MST background might give a leg up on college applications.
Quoted
in the report, one typical student said, "I hate math because it's hard
for me to understand how that's ever going to come back and help me. There's
just not a point." Another said, "Science doesn't matter unless you
want to become a doctor or something like that." The majority of students
continue to see advanced MST education as irrelevant to their career
aspirations, and few recognize just how many "new economy" jobs
require advanced math, science and technology comprehension.
Full
report:
http://www.publicagenda.org/importantbutnotforme/pdfs/important_but_not_for_me.pdf
Countering
the national trend, Missouri students posted higher scores this year on the SAT
college-entry exam. They also continued to sign up for Advanced Placement (AP)
courses in record numbers, state education officials announced this week.
State
and national statistics for the 2006-2007 SAT results and Advanced Placement
program were released August 28 by The College Board (http://www.collegeboard.com/splash/).
Nationally,
the composite average SAT score dropped by 4 points – one point on the
math subtest and three points on the critical reading subtest.
Missouri
students, on the other hand, posted an overall gain of 10 points, with totals
of 594 (up 7 points) in mathematics and 594 (up 3 points) in critical reading.
The maximum possible score is 800 on each of the subtests.
Missouri
students typically score 80 to 90 points higher than the national average on
the math and reading subtests of the SAT.
The
number of high school graduates taking the SAT in Missouri dropped by about 500
(almost 13%) to 3,720. By comparison, more than 45,000 high school students
took the ACT exam last year.
Some
AP Courses Now Available Online
Although
fewer students took the SAT last year, the number of Missouri students signing
up for Advanced Placement classes increased significantly, rising to almost
12,750 – an increase of nearly 11% over last year.
AP
courses also are sponsored by The College Board. Students across the nation may
take the same exam at the end of their AP courses and may qualify for advanced
college credit, based on their scores.
The
number of students taking AP classes in Missouri high schools has increased
rapidly in recent years – more than doubling since 1999-2000.
AP
courses will be more accessible to Missouri students this year through the
stateÕs new "virtual school" program and could help fuel the growth
in AP participation. Students now have online access to nine Advanced Placement
courses through the Missouri Virtual Instruction Program (MoVIP), which began
operating earlier this month.
According
to preliminary figures from the Department of Elementary and Secondary
Education, students have already registered nearly 350 times to take AP courses
this semester.
The
College Board, in partnership with National Student Clearinghouse, is now able
to track college-enrollment patterns of SAT takers at the state and national
level.
Available
for the first time this year is the percentage of 2006 college-bound seniors
from public schools enrolled in college and the percentage that chose to enroll
in-state or out-of-state. Information on enrollment by race/ethnicity and type
of institution attended (two year, four year, public, private) is also
available. The College Board will be able to follow each class of SAT takers so
that in future years, additional information, including the percentage of students
successfully completing each year of college, as well as graduation rates, will
be available.
http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2007/attendance/MO.pdfÕ
http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2007/MO_07.pdf
Social
Studies TeacherÕs Activities Teach More than Dates and Facts,
Students
Are "Exploring the Dynamic Narrative of Our Nation"
Social
studies teacher Eric Langhorst uses high-tech tools to teach students about the
past. In his American history class, he incorporates 21st-century technology to
make learning meaningful and exciting for his students.
The
eighth-grade teacher at South Valley Junior High School in the Liberty School
District is MissouriÕs Teacher of the Year (http://dese.mo.gov/commissioner/awards/TOY/index.html)
for
2007-08, state education officials announced today.
Mr.
Langhorst strives to make the classroom experience fresh and exciting and uses
cutting-edge technology to actively engage his students. His students
participate in live debates, play computer simulations of presidential
elections and invite local elected officials as guest speakers.
"Technology has become a tool that I utilize in my classroom to bring the outside world to my students and allow my students to share their experiences with a global community," Mr. Langhorst said.
"The
focus for todayÕs student has shifted from the art of obtaining information to
the art of evaluating and applying the information they receive." For
example, when students study the presidential election of 1860, they are
assigned a project of creating a 30-second television ad for Abraham Lincoln to
help him win the presidency. Students work as Abraham LincolnÕs campaign staff
and apply the information they are learning through this modern-day
problem-solving experience.
In
a letter of recommendation for the award, Kimberly Gilmore, director of history
for The History Channel/A&E Television Networks in New York, described Mr.
Langhorst as an "invigorating" teacher whose innovative practices
provide a stellar example for not only his students but for other teachers. "Through
dynamic lectures, podcasts and special activities, Mr. Langhorst regards his
students as historians in their own right. Their acceptance of his challenges
to interpret, think about and care about history shines through in the projects
he pursues."
A
nine-member selection committee appointed by the Department of Elementary and
Secondary Education interviewed six state-level finalists Aug. 29 to select the
new Teacher of the Year. Mr. Langhorst automatically becomes MissouriÕs
candidate for the 2008 National Teacher of the Year award.
Mr.
Langhorst is beginning his 14th year in the profession. He has been in his
current position at South Valley Junior High School for six years.
His
teaching follows two basic principles: engaging the students in the story of
American history and modeling a lifestyle that includes the practice of
life-long learning.
"I
truly love the amazing story that I am able to unravel for my students each
year – American history. My curriculum is filled with heroes, villains,
tragedy, triumph and questions. My job is to bring these stories to life.
Teaching this curriculum is not about me telling the students what they need to
know. Teaching history for me is about bringing my students along with me as I
continue my journey on exploring the dynamic narrative of our nation."
"The
most meaningful rewards I receive from teaching are the unexpected positive
comments from students and parents. I feel as if I am making a difference when
a parent tells me their child came home and engaged the family in a discussion
about a topic we covered in class. Ultimately, my greatest reward is a hope
that somewhere down the road my students will visit a museum or a historical
site with their children and pass down a love for history that may have started
in my class."
Community
Involvement
Mr.
Langhorst is the social studies department chairperson for his school. He
serves on the districtÕs technology team and recently was a mentor for a
first-year teacher in the district. He was head eighth-grade boysÕ basketball
coach from 2001-2007.
He
is an adjunct faculty member at Park University, Parkville, teaching graduate
courses in instructional technology. He serves on the Clay County Historical
Society Board of Directors.
In
2005, he created a blog and podcast, "Speaking of History." Teachers
from across the nation and the world visit the Web site to discuss topics
relating to education, history and technology.
He
has won numerous awards, including the 2006 CableÕs Leader in Learning Award
from the national cable TV industry. He was a finalist for the 2007 Daughters
of the American Revolution National History Teacher of the Year and was
selected to the 2006 National School BoardsÕ AssociationÕs "20 to Watch
List" for educational technology leadership over the next 20 years.
His
articles have been published in several publications, including Educational
Leadership
magazine, Discovery Education Resource Guide and School Library
Journal
magazine.
Mr.
Langhorst was raised in Howells, Neb., a rural community in east-central
Nebraska. Before joining the Liberty School District in 2001, he taught in
Nebraska as a junior high and high school history teacher in Newman Grove and
Roseland. He earned a bachelorÕs degree from the University of Nebraska at
Kearney and a masterÕs degree in curriculum and instruction with an emphasis on
instructional technology from the University of Nebraska at Lincoln.
South
Valley Junior High School Principal Brad Armstrong said, "Mr. Langhorst
puts forth a great deal of time and effort working with students outside the
classroom on various events and projects. His students volunteer at the Clay
County Museum and facilitate Liberty Historical and Architectural Heritage
walking tours. Mr. Langhorst has a unique passion for his content and his
profession, and it shows each day, both inside and outside his classroom."
The
State Board of Education will honor Mr. Langhorst and the five finalists in the
Teacher of the Year program at a banquet Nov. 13 in Jefferson City. Each
teacher will receive cash awards and other prizes.