C Grade for Future U.S. Math Teachers
Posted on April 19th, 2010 by Jaimie Schock
How well do America’s future math teachers stack up against their counterparts around the world? Just so-so, according to a new Michigan State University study released last week. They earned an average C grade, and were well and truly aced by rivals from education-centric countries like Singapore and Taiwan.
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Tags: College, Math teachers, Mathematics, Research on Learning, Teacher Training
A healthy majority of teachers describe themselves as satisfied with their careers, according to a recent study released by MetLife. Only 17 percent of respondents said they were very or fairly likely to exit the profession within the next five years. 
A recent survey of women and underrepresented minorities who hold STEM degrees found that many of them were discouraged from seeking their careers. But, what was, perhaps, eyebrow-raising was that most of those affected said the discouragement came from college professors. 
Around half of all high school graduates who enroll in college don’t finish, and a recent poll of employers found that 40 percent of the new grads they hire don’t have the skills necessary to advance in their jobs. But experts agree that, so far, there is no good way to measure how college- and career-ready students are; hence the White House making $350 million available to states to develop new assessments.
Do American schoolkids need to spend more time at school? Yes, argues Charles E. Finn Jr., a former assistant secretary of education. Chinese students spend 41 more days a year in school than does the average American, but change is reaching our shores. 
American girls have closed the mathematics gender gap. That’s the finding of a new study by the Center on Education Policy, which has been tracking gender differences among U.S. students in math and reading since 2002. While girls have traditionally trailed boys when it comes to math skills, particularly at the elementary school level, the study finds that boys and girls are now roughly equally proficient at math at all three levels: elementary, middle school and high school.
Since 2003, Washington D.C.’s fourth grade math scores have increased at triple the national rate. Educators there think one big reason is the adoption of the Everyday Mathematics curriculum, which emphasizes problem-solving in the students’ own worlds, and frequent practice of math skills via games.
Two national publications devoted cover stories last week to public school teaching. The New York Times magazine focuses on new research into what makes an effective teacher. Newsweek presents the case for firing bad teachers.
