Overview: As part of the "No Child Left Behind" Act, Congress created a new program to improve K-12 math/science education. The program – the Math/Science Partnership – would bring local school districts, college math, science, or engineering schools, and other groups including businesses and business organizations together to improve K-12 math and science education. Congress authorized $450 million for this program, but appropriated only $12.5 million. The Math/Science Partnership Working Group has been created to ensure the program receives full funding from Congress. The Math/Science Partnership Working Group consists of trade associations and corporations dedicated to improving K-12 math/science education. The Math/Science Partnership Working Group requests that Congress and the Administration fund the Math/Science Partnership Program at the $450 million authorized by the "No Child Left Behind" (NCLB) Act.

What is the Math/Science Partnership? Recognizing the need to improve K-12 mathematics and science teaching and student achievement, Congress created through the NCLB Act a Math/Science Partnership Program. The program consists of partnerships between local school districts, colleges, and other groups including businesses and business organizations. These partnerships can address a variety of education issues, including teacher training and professional development, curriculum development, distance learning, and exchange programs. The program must have clear evaluations and accountability measurements, which include increasing the number of math and science teachers participating in professional development and increasing student performance on math and science assessments.

Background: One of the most important points of emphasis in the NCLB Act is the focus on improving mathematics and science achievement. The NCLB Act requires all students in grades 3-8 to be tested in mathematics and be proficient in mathematics in 12 years. In addition, the NCLB Act requires the states to begin testing science proficiency in 2006-07.

What is the Issue? While Congress authorized $450 million for the math/science partnerships, the appropriation for this program was only $12.5 million in FY 2002 and the proposed FY 2003 budget for this program is also $12.5 million. This level of funding is not adequate, given the improvements that are necessary to make all students proficient in mathematics. Furthermore, this funding level represents a major reduction in dedicated funding for mathematics and science teaching and training. Like reading – which received $1 billion in dedicated funding – mathematics and science should receive a dedicated funding stream.

What improvements need to be made in mathematics and science? The National Assessment of Educational Progress (NAEP) math scores indicate that only 21% of 4^th graders, 24% of 8^th graders, and 16% of 12^th graders are proficient in math. In science, only 29% of 4^th and 8^th graders, and 21% of 12^th graders are proficient in science.

Why is this issue important to the business community? A highly educated workforce is critical to ensuring the continued competitiveness of American companies. Unfortunately, our nation’s education system is falling short in preparing students for the global economy. For example:

Outcome: By providing the full $450 million authorization for the Math/Science Partnership, Congress and the Administration can ensure that American students are adequately prepared to succeed in post-secondary education and to compete in the global economy.

This page was last updated on 04/18/02.  
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