OPPORTUNITYCULTURE.ORG

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stem jobs in the u.s.Is thehand-wringingoverSTEMshortageswarranted?Statisticsandprojectionssuggestyes:1

✱ �STEMjobsareprojectedtogrowby13percentfrom2012–22,versus11percentinalloccupations.Thatmeans1millionnewSTEMjobs.

✱ �Only5percentofU.S.workersworkinscienceandengineeringjobs—buttheydrive50percentofU.S.economicexpansion,thuscreatingotherjobs.Foreachnewjobinsoftware,technology,andlifesciences,fivejobsarecreated.Foreachnewjobinmanufacturing,bycomparison,only1.6jobsarecreated.

ASTEMjobcreatedintheU.S.benefitsthewholeeconomy,andthesejobsaregoingtobeplentiful.

How does that matter for education? Ninety-two percent ofnewSTEMjobswillrequiresomepost-secondaryeducation.2K–12schoolsmustgettoday’sstudentscollege-readyinthesesubjects.

Butreadyornot,collegestudentscontinuetoturnawayfromSTEM courses. The U.S. has one of the lowest ratios of STEM tonon-STEMbachelor’sdegreesintheworld—withthepercentageofstudentsreceivingSTEMbachelor’sdegreesactuallydeclining

from24percentin1985to18percentin2009—andfrom18per-centto14percentformaster’sdegrees.3

NotallSTEMjobs requireSTEMdegrees,ofcourse—but, like-wise,notallSTEMgraduatesenterSTEMpositions.

Those numbers make U.S. employers nervous. A 2013 surveyof Fortune 1000 companies’ recruiters found that only 50 per-centcouldfindjobcandidateswithSTEMbachelor’sdegrees“inatimelymanner”—and47percentsaidthatshortagelimitsbusinessgrowth.Only16percentsaidtheycouldfindenoughminorityap-plicantswithSTEMdegrees.Thattalentshortageleadstolowerproductivity, said 56 percent of those surveyed—which furtherlimitsthecreationofotherjobsdrivenbySTEMwork.4

studying stem—why so few?Studentssimplyaren’tpreparedwhenthey leavehighschooltopursuecollegeSTEMdegrees.Griminternationalcomparisonscon-tinuetohighlightU.S.deficiencies,andarecentstudymadecleartheyaffectstudentsfromalllevelsofsociety,includingchildrenofwell-educatedparents:5

✱ �TheU.S.rankedlowerthan29oftheinternationaleducationsystemsparticipatinginmathandlowerthan22ofthoseparticipatinginscience,accordingtothe2012ProgramforInternationalStudentAssessment(PISA).6

✱ �Andonly44percentof2013highschoolgraduateswhotooktheACTmetcollegereadinessbenchmarksinmath,andjust36percentmetthesciencebenchmark.7

REDESIGNING SCHOOLSREACHING ALL STUDENTS WITH EXCELLENT STEM TEACHERS

education leaders’ brief

IntheU.S.,STEMsubjects—science,technology,engineering,andmath—faceurgentneeds:EmployersneedmoreSTEM-trainedwork-ers,andmorestudentsneedadvancedSTEMeducationtogetthesejobs.ButschoolsfaceashortageofskilledSTEMteachers.Someorganizationshavebeguntoaddressthegaps,butrecruitingandretainingexcellentSTEMteachersremainsaseriouschallenge.This

isdueatleastinparttolowerpayandfewercareeropportunitiesinteachingthanotherjobsforthosewithSTEMskills.Thereisanotherway.Schoolsthatextendthereachofexcellentteachersandtheirteamstomorestudents,forsignificantlyhigherpay,

withinbudget,maybeabletoattractandkeepfarmoreSTEMteachers.This“OpportunityCulture”strategyprovidesmorestudentswithaccesstoexcellentSTEMteachersandallowstheseteacherstohelptheirpeerssucceed.

Inthisbrief,wesummarize:

✱ �thegrimfactsaboutSTEMemploymentandlearningintheU.S.today✱ �theemergingeffortstostemtheshortage,and✱ �thewaysthatanOpportunityCulturecanaugmenttheseefforts.

ReaderscanviewthisbriefandmoredetailinslidedeckformandfindotherhelpfulmaterialsonOpportunityCulture.org.

92 percent of new STEM jobs will require some post-secondary education.

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Amongthe20largestschooldistricts,only55percentofschoolswith the lowest minority enrollment offer calculus, dropping toan even worse 29 percent of schools with the highest minorityenrollment.9

What’s going on? At least part of the answer seems straight-forward:Studentsaren’tpreparedbecausetheU.S.lacksenoughSTEMteachers—settingupaviciouscyclethatlimitsthenumberofnewteachers.Weneed25,000newSTEMteacherseach yearto replace teachers who retire or leave the profession—but onesurvey showed fewer than 9,000 high-schoolers who would be“highlyqualified”sayingtheywouldbeinterestedinteaching.10

In addition, too few college education majors are qualified tobeSTEMteachers.AMichiganStateUniversityresearcherreportsthatonly10percentoftheeducationmajorsinthebottom25per-centofuniversityeducationschoolsaretakingthecoursestheyneed,accordingtointernationalstandards,toteachmiddleschoolmath.Butthatbottom25percentofschoolsproduces60percentofmiddleschoolmathteachers.11

Meanwhile, successful STEM students see a stark choice inpay—forexample,themedianstartingsalaryforchemicalengi-neeringmajorsis$67,500,versus$37,200foreducationmajors.12Somestudentsgraduatingwithcollegeloandebtorotherfinancialpressurescannotfeasiblychoosetoteach,giventhealternatives.

How much do highly skilled STEM teachers matter? Researchshows that students taught by teachers with both a bachelor’sandmaster’sdegreeinmathshowedanincreaseinmathscoresofmorethanathirdofayearofschoolingcomparedwithstudentstaughtbyteacherswithoutthosedegrees.13

Unfortunately,whenschoolsdohireteacherswithrelevantde-grees—asmorethan70percentofhighschoolmathandscienceteachers held in 2007–08—many don’t stay. More than 40 per-centofhighschoolSTEMteachersleaveteachingwithintheirfirstfiveyears,14blaminglowteachersalariesandalackofclassroomresources, autonomy, and effective professional development,amongotherissues.15

Instead,studentsarelargelybeingtaughtbyteacherswithlittleSTEMexpertise.Only2percentoffourth-gradersin2011hadmathteacherswhohadundergraduatedegreesinmath.Only30percentofeighth-gradershadmathmajorsasmathteachersin2013,andfewerthanhalfhadscienceteacherswhomajoredinsciencein2011.16

starting to stem the shortageFacedwiththesestatistics,nationalandstategroupsaretryingtoclosetheSTEMgap.

✱ �In2009,PresidentObamastartedEducate�to�Innovate,tomoveU.S.studentsinadecadefromthemiddletothetopofworldinscienceandmath,increasingSTEMliteracy,improvingSTEMteaching,andexpandingSTEMeducationandcareeropportunitiesforunderrepresentedgroupssuchaswomanandminorities.17

✱ �Thelarge100Kin10collaborative, ledbyCarnegieCorporationofNewYorkandincludingmorethan150foundations,federalandstateagencies,museums,universities,corporations,schooldistricts,andnonprofits,aimstoprovideU.S.classroomswith100,000STEMteachersin10years.18Partnersin100Kin10rec-ognize and elevate successful STEM training practices, shareinformation about activities and strategies, and publish workillustratinggoodpracticesinSTEMteaching.

✱ �Change�the�Equationhasmadeeffortstobettermatchthesup-plyanddemandforSTEMteaching,workingat 134siteswithits“IgnitingLearning”projectsthathelpcorporationssupportSTEMteachingintheircommunities.Begunin2010andledbyCEOseagertomotivatethebusinesscommunitytocollaboratewithphilanthropicandadvocacyeffortstoimproveSTEMlearn-ingandteachingquality,theinitiativecreated“VitalSigns,”aninteractive tool that shows the supply and demand of STEMskillsineverystate.19

✱ �The nonprofit National� Math� and� Science� Initiative providesincreasedinstructionandteachersupportforAdvancedPlace-mentcourses,throughtrainingandmentoringofteachers,tu-toringstudents,holdingstudysessions,andprovidingaccesstovideotaped lessons. It reports that the number of passing APscoresat566partnerhighschoolsrose10timesfasterthanthenationalaverage,especiallyamongfemale,African-American,andHispanicstudents.20

✱ �States using the Common� Core� Standards—which emphasizechallenging content and include trigonometry and calculus—focustheircurriculaonhigher-level learninginSTEMsubjectsandapplyingSTEMknowledgetosolveproblems.ThatalignswiththeteachingpracticesofmostcountriesthatexcelinSTEMlearningoutcomes.21

Too few U.S. high school students are prepared to pursue STEM topics in college.

The U.S. has one of the lowest ratios of STEM to non-STEM bachelor’s degrees in the world.

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✱ �UniversitiesareofferingtargetedpreparationforSTEMteachers.TheUniversityofTexas’sUTeachprogram,usedby35universities,boastsaretentionrateof80percentofteachersstillteachingafterfiveyears;88percentofUTeachgraduatesaremathandscienceteachers.22InNewYork,StonyBrookUniversityworkedtoboostitsminoritygraduationrate,increasingHispanicstudents’graduationratefrom42percentin2004to58percentin2010.Its“STEM�Smart”programprovidessupportfordisadvantagedhighschoolandcollegegraduatestopursuedegreesinhardsciences.23

creating an opportunity culture: close the stem gapsUnfortunately,evenwithmultipleprogramsfocusedonrecruitingandretainingmoremathandscienceteachers, theU.S.willstillcomeupshortinprovidingallstudentswith excellentSTEMteach-ers,thosewhoclosegapsrapidly.

Excellentteachers,thoseinroughlythetopquartile,helpstu-dentsmakeanextrahalf-yearofprogresseveryyear,onaverage,compared with typical teachers, and three times as much prog-ressaswithteachersinthebottomquartile.Studentswhostartone to two years behind, as do many children living in poverty,need teaching at this level for two to four consecutive years ineachsubjecttocatchup.Middlingstudentsneedtheseteachersconsistently,too,toleaptohonorsworkandrisinginternationalstandards.

ButeveniftheU.S.coulddoublerecruitmentoftoptalent,cuttop-teacherattritioninhalf,andtriplethedismissaloftheleast-effectiveteachers,about60percentofclassroomswouldstillbewithoutexcellentteachers—andaccomplishingallthatwouldbeunprecedented.

Meanwhile, students can’t wait. What� can� schools� do� now?�They�can�extend�the�reach�of� the�excellent�STEM�teachers� they�already�have�to�more�students,�for�more�pay,�within�current�bud-gets—retaining�great�teachers,�and�creating�a�compelling�profes-sion�for�future�great�STEM�students�to�enter.

WecallthisanOpportunity�Culture,inwhichnewschoolmodelsusejobredesignandage-andchild-appropriatetechnologytosavegreatteacherstimetoreach�more�students�and�lead�and�develop�other�teachers�on�the�jobtousetheirmethodsandmaterials.

IntheOpportunityCultureinitiative’sfirstimplementationyear,sevenschoolsintwostatespilotedOpportunityCulturemodels.In its second year, more than 30 schools did so, in four districtslocatedinthreestates.Thethirdyearappearspoisedtoseemorethan60pilotschoolsinatleasteightdistrictsspreadacrossfourstates. The number of schools is expected to double, or more,everyyear,inpartduetoteacherdemandforthesemodels’paid

leadershiprolesthat letteacherskeepteachingandprovideon-the-jobdevelopmentandcollaboration.

Schoolteamswithteachersonthemchooseandadaptthemod-elsthatbestfittheirschools,followingtheOpportunity�Culture�Principles(seebelow).

ThosemodelsincludeMulti-ClassroomLeadership,ElementarySpecialization,andTimeSwaps(seeFigure1).Somedistrictsalsomay experiment with remotely located teachers in the hardest-to-staffsubjects,suchasphysicsandcalculus.Othersmayaddasmallnumberofdistrict-levelhybridrolesthatallowgreatteach-erstoworkondistrict-wideinstructionalfunctionsthatsupportanOpportunityCulture,whilecontinuingtoteachparttime.

In the new models, schools add paraprofessionals to reduceteachers’administrativeworkloadandtosupervisestudentsdur-ingskillspracticeandprojectworkatschool.Thisallowsteacherstoplanandcollaborate,andtoimproveinstructiontogether,dur-ingschoolhours.Teachersalsocanreachmorestudentsthisway.Becauseparaprofessionalscostlessthanteachers,schoolscanpayteachersmore,withinbudget.Inmanyschools,somenon-class-room specialists shift into new roles in the classroom, and thisfreesevenmorefundstoincreaseboththeirpayandthatofotherclassroomteachers.

Forexample,inoneofthefirstpilotsites,Charlotte-Mecklen-burgSchools(CMS),amulti-classroom�leader(MCL)inamiddleorhighschoolcanleadamathorscienceteamwhilecontinuingtoteach.Theseteachershelpdeterminetheiroptimalteachingloadreductiontostrikeabalancebetweendirectlyteachingstudents,co-teaching students with their teams, coaching, and planning.

opportunity culture principles

Teams of teachers and school leaders must choose and tailor models to:

1.��Reach�more�students�with�excellent�teachers��and�their�teams

2.��Pay�teachers�more�for�extending�their�reach

3.��Fund�pay�within�regular�budgets

4.��Provide�protected�in-school�time�and�clarity�about�how�to�use�it�for�planning,�collaboration,�and�development.

5.��Match�authority�and�accountability�to�each�person’s�responsibilities

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Someusedigitalinstructionforaportionoftheirteams’instruc-tion,andothersdonot.TobecomeanMCLresponsibleforfourormoreteachers’worthofstudents,ateachermusthavereceivedanexcellentratingforatleastthreeofthepreviousfouryears.Bythefifthyearofteaching,anMCLmayearnasalarysupplementofupto$23,000.ThisdoesnotclosetheSTEMpaygapentirely,butbringsSTEMteachersmuchclosertotheirprivate-sectorpeers.

Teachersmayalsoextendtheirreachdirectly,insteadofleadingotherteachers,throughElementary�SpecializationorTime�Swaps.�InCMS,theseteachers,whomayormaynotusedigitalinstructionforaportionofteaching,canearnasupplementof$9,800oncetheyhaveasimilartrackrecordofexcellence.

New and effective teachers who haven’t yet achieved consis-tentexcellencealsoshareintherewards:InCMS,thosewhojoinOpportunityCultureteamsareimmediatelyeligibleforpaysup-plementsofabout$1,500to$3,000.Theyearnwhiletheylearn,byworkingcollaborativelywithoutstandingpeers.Pilotschools

quicklysawhowteams’freetimemustbeco-scheduled,sothatteachershavetimetoplanandimprovetogether.

Mostsiteshavebeenconservativewithpayincreasessofar,andyetmostarepayingexcellentteacherssupplementsrangingfrom10to50percentofaverageteacherpay—sustainably,ratherthanwith temporary grants. The pay potential is much higher, onceschoolshavecompleted implementationandsometeachersad-vance along new career paths. (See the Pay� Teachers� More andTeacherCareer�PathspagesofOpportunityCulture.org.)

Allofthesechanges,ifimplementedinfarmoreschools,wouldhelpaddressthechallengesofSTEMteachingtoday—thescarcityoftalent,lowpay,lackofdevelopmentonthejob,andtheshortfallin great school leaders who appreciate the importance of STEMsubjects.AnOpportunityCulturecanhelpmakeothereffortstoattractandretainexcellentSTEMteachersmoresuccessful,andleverageandrewardthemanyoutstandingSTEMteachersalreadyinU.S.schoolstoday.

AcknowledgementsPublic Impact contributors to this publication include Sharon KebschullBarrett, Lyria Boast, Elaine Hargrave, Gillian Locke, Christen Holly, EmilyAyscueHassel,andmanyotherswhocontributedtounderlyingmaterials.ThankyoutoBeverleyTyndallforproductionofthisbrief.

ThispublicationwasmadepossibleinpartbysupportfromCarnegieCor-porationofNewYork.ForalistofotherfundersoftheOpportunityCulturepublicationsandwebsite,seehere.Thestatementsmadeandviewsex-pressedaresolelytheresponsibilityofPublicImpact.FormoreinformationabouttheOpportunityCultureinitiative,visitOpportunityCulture.org.

©2014PublicImpact,ChapelHill,NC

PublicImpact’smissionistodramaticallyimprovelearningoutcomesforallchildrenintheU.S.,withaspecialfocusonstudentswhoarenotservedwell.Weareateamofprofessionalsfrommanybackgrounds,includingformerteachers.Weareresearchers,thoughtleaders,tool-builders,andon-the-groundconsultantswhoworkwithleadingeducationreformers.FormoreonPublicImpact,pleasevisitwww.publicimpact.com.

building anopportunity culture for america’s teachers

PublicImpactencouragesthefreeuse,reproduction,anddistributionofthispaperfornoncommercialuse.We�require�attribution�for�all�use.�Usersmustinclude“©2014PublicImpact”and“OpportunityCulture.org”onallpageswherematerial fromthisdocumentappears, inwholeor inpart,both direct quotes and paraphrased material. Opportunity Culture is atrademarkofPublicImpact.Formoreinformationandinstructionsonthecommercialuseofourmaterials,pleasecontactusatwww.publicimpact.com.

Please�cite�this�report�as:�PublicImpact.(2014).Reaching all students with excellent STEM teachers: Education leaders’ brief.ChapelHill,NC:Author.Retrievedfromhttp://op-portunityculture.org/wp-content/uploads/2014/10/Reaching_All_Stu-dents_with_Excellent_STEM_Teachers_Education_Leaders_Brief-Public_Impact.pdf

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ELEMENTARY SPECIALIZATIONA school’s best teachers teach one of two core subject pairs: math/science or language arts/social studies, while teammates take care of students the rest of the time and cover administrative work. This allows specialized teachers to instruct multiple classrooms of students and gain more time for planning and collaboration.

MULTI-CLASSROOM LEADERSHIPTeachers with leadership skills both teach and lead teams or “pods” of other teachers in order to share strategies and best practices for classroom success. Responsible for achieving high growth for all classrooms in the pod, the teacher-leader determines how students spend time and tailors teachers’ roles according to their strengths.

OTHER TEACHERS

EXCELLENT TEACHER

REMOTE TEACHINGSchools without enough excellent teachers can enlist accountable remote teachers down the street or across the nation. Remote teachers use technology to provide live, but not in-person, instruction, while on-site teammates manage administrative duties and develop the whole child.

TIME-TECHNOLOGY SWAPSStudents spend part of the day engaged in self-paced digital learning. Digital instruction replaces enough of top teachers’ time that they can teach more students, using face-to-face teaching time for higher-order learning and personalized follow-up. Teachers can use part of their freed time for planning and collaboration.

DIGITAL LEARNING

FACE-TO-FACE TEACHING

CLASS-SIZE INCREASES

class-size increasesExcellentteachersteachlargerclasses,bychoiceandwithinlimits,insomecasesshiftingstudentsfromotherteachers’classrooms.

elementary specializationAschool’sbestteachersteachonlytheirbestsubject(s)—suchasmath/scienceorlanguagearts/socialstudies—whileteammatestakecareofstudentstherestofthetimeandcoveradministra-tivework.Thisallowsspecializedteacherstoinstructmultipleclassroomsofstudentsandgainmoretimeforplanningandcollaboration.

multi-classroom leadershipTeacherswithleadershipskillsbothteachandleadteamsor“pods”ofotherteachersinordertosharestrategiesandbestpracticesforclassroomsuccess.Responsibleforachievinghighgrowthforallclassroomsinthepod,theteacher-leaderdeter-mineshowstudentsspendtimeandtailorsteachers’rolesaccordingtotheirstrengths.

time-technology swapsStudentsspendpartofthedayengagedinself-paceddigitallearning.Digitalinstructionreplacesenoughoftopteachers’timethattheycanteachmorestudents,usingface-to-faceteach-ingtimeforhigher-orderlearningandpersonalizedfollow-up.Teacherscanusepartoftheirfreedtimeforplanningandcol-laboration.ArelatedmodelcallsforaTime�Swapwithouttech-nology,replacingdigitalinstructiontimewithtimeforofflineskillspracticeandprojects.

remote teachingSchoolswithoutenoughexcellentteacherscanenlistaccounta-bleremoteteachersdownthestreetoracrossthenation.Remoteteachersusetechnologytoprovidelive,butnotin-person,in-struction,whileon-siteteammatesmanageadministrativedutiesanddevelopthewholechild.

figure�1.�SchoolModelSnapshots

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Notes1.Langdon,D.,McKittrick,G.,Beede,D.,Khan,B.,&Doms,M.(2011,July).

STEM: Good jobs now and for the future (issue brief 03-11).Washington,DC:U.S.DepartmentofCommerce,EconomicsandStatisticsAdministration.Retrievedfromhttp://files.eric.ed.gov/fulltext/ED522129.pdf;Adkins,R.C.(2012,July9).America desperately needs more STEM students. Here’s how to get them. Forbes.com.Retrievedfromhttp://www.forbes.com/sites/for-besleadershipforum/2012/07/09/america-desperately-needs-more-stem-students-heres-how-to-get-them/;Moretti,E.(2012).The new geography of jobs. NewYork:HoughtonMifflin.

2.NationalMath+ScienceInitiative.(n.d.).TheSTEMcrisis.Retrievedfrom http://www.nms.org/AboutNMSI/TheSTEMCrisis/STEMEducation-Statistics.aspx

3.U.S. Congress Joint Education Committee. (2012, April). STEM edu-cation: Preparing for the jobs of the future.Retrievedfromhttp://www.jec.senate.gov/public/index.cfm?a=Files.Serve&File_id=6aaa7e1f-9586-47be-82e7-326f47658320

4.InternationalCommunicationsResearch.(2013,October).The Bayer facts of science education XVI: U.S. STEM workforce shortage—myth or reality? Fortune 1000 talent recruiters on the debate: Executive summary.BayerCorporation.Retrievedfromhttp://bayerus.online-pressroom.com/bayerus/assets/File/Exec_Summary2013.pdf

5.Hanushek, E. A., Peterson, P. E., & Woessman, L. (2014, Fall). U.S.students from educated families lag in international tests. Education Next. Retrieved from http://educationnext.org/us-students-educated-families-lag-international-tests/

6.NationalCenterforEducationStatistics.(n.d.).SelectedfindingsfromPISA2012.Retrievedfromhttp://nces.ed.gov/surveys/pisa/pisa2012/pisa-2012highlights_1.asp

7.ACT, Inc. (2013). The condition of college & career readiness 2013:National.IowaCity,IA:Author.Retrievedfromhttps://www.act.org/re-search/policymakers/cccr13/pdf/CCCR13-NationalReadinessRpt.pdf

8.Forexample,theOfficeforCivilRightsfoundthatonly50percentofhighschoolsthatOCRsampledinthe20largestschooldistrictsofferedcalculus.Ofthehighschoolsthatdidofferit,Hispanicstudentsmakeup20percentofthestudentbodybutonly10percentofcalculusenrollees.Calculusisofferedin55percentofschoolswiththelowestminorityenroll-ment,butinonly29percentofschoolswiththehighestminorityenroll-ment. Only 65 percent of schools with the highest minority enrollmentoffer Algebra II, compared with 82 percent of schools with the lowestminorityenrollment;forphysics,thenumbersare40percentcomparedwith66percent.See:U.S.DepartmentofEducationOfficeforCivilRights.(2012, March 12). The transformed civil rights data collection. Retrievedfrom http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2012-data-summary.pdf

9.U.S.DepartmentofEducationOfficeforCivilRights.(2012,March12).Thetransformedcivilrightsdatacollection.Retrievedfromhttp://www2.ed.gov/about/offices/list/ocr/docs/crdc-2012-data-summary.pdf

10.President’s Council of Advisors on Science and Technology. (2010,September). Prepare and inspire: K–12 education in science, technology,engineering,andmath(STEM)forAmerica’sfuture.Washington,DC:Ex-ecutiveOfficeofthePresident.Retrievedfromhttp://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf; ACT,Inc. (2013, June). STEM educator pipeline: Doing the math on recruitingmathandscienceteachers.IowaCity,IA:Author.Retrievedfromhttp://

www.act.org/research/policymakers/pdf/STEM-Educator-Pipeline.pdf;we calculated 9,000 from the survey of students who said they were“fairly sure” or “very sure” they wanted to be math or science teacherswhoalsomettheACTbenchmarkforcollegereadinessinmathorscience.

11.Schmidt,W.,Burroughs,N.,&Cogan,L.(2013).World class standards for preparing teachers of mathematics[workingpaper].EastLansing,MI:CenterfortheStudyofCurriculumatMichiganStateUniversity.Retrievedfrom http://education.msu.edu/csc/pdf/World-Class-Standards-for-Pre-paring-Teachers-of-Mathematics.pdf

12.PayScale. (n.d.) 2013–2014 PayScale college salary report: Ma-jors that pay you back. Retrieved from http://www.payscale.com/college-salary-report-2014/majors-that-pay-you-back

13.Hill,J.G.,&Gruber,K.J.(2011,May).Education and certification quali-fications of departmentalized public high school-level teachers of core sub-jects: Evidence from the 2007–08 Schools and Staffing Survey. Washington,DC:NationalCenterforEducationStatistics.Retrievedfromhttp://nces.ed.gov/pubs2011/2011317.pdf

14.Ingersoll, R., Merrill, L., & May, H. (2013). What are the effects ofteachereducationandpreparationonbeginningmathandscienceteacherattrition?[preliminarydraft].Paperpresentedatthe2013annualmeetingoftheAmericanEducationalResearchAssociation.Retrievedfromhttp://www.cpre.org/sites/default/files/meetingpaper/1479_richard.pdf; Hill,J.G.,&Gruber,K.J.(2011,May).Education and certification qualifications of departmentalized public high school-level teachers of core subjects: Evi-dence from the 2007–08 Schools and Staffing Survey. Washington,DC:Na-tionalCenterforEducationStatistics.Retrievedfromhttp://nces.ed.gov/pubs2011/2011317.pdf

15.Ingersoll, R. M., & May, H. (2010, October). The magnitude, desti-nations, and determinants of mathematics and science teacher turnover.Philadelphia,PA:ConsortiumforPolicyResearchinEducation.Retrievedfromhttp://www.cpre.org/images/stories/cpre_pdfs/math%20and%20science%20teacher%20turnover_ingersoll%20and%20may%202010_final%20web%20ready.pdf

16.ChangetheEquation.(n.d.).Vitalsigns.Retrievedfromhttp://vital-signs.changetheequation.org/#us-UnitedStates-Teachers

17.EducatetoInnovate.(n.d.).Retrievedfromhttp://www.whitehouse.gov/issues/education/k-12/educate-innovate

18.100Kin10.Retrievedfromhttp://www.100kin10.org/19.ChangetheEquation.(n.d.).AboutChangetheEquation.Retrieved

fromhttp://changetheequation.org/about-change-equation;ChangetheEquation.(n.d.).Vitalsigns;ChangetheEquation.(n.d.).Ignitinglearning.Retrievedfromhttp://www.ignitinglearning.org/spotlight-schools

20.National Math + Science Initiative/ (n.d.). Retrieved from http://www.nms.org/

21.HarrisInteractive.(2013,February).TheMetLifesurveyoftheAmeri-can teacher: Challenges for school leadership. New York, NY: MetLifeFoundation. Retrieved from http://files.eric.ed.gov/fulltext/ED542202.pdf;Schmidt,W.(2011).TheCommonCoreStateStandardsformathemat-ics [powerpointpresentation].Retrievedfromhttp://www.achieve.org/CCSS-schmidt-research

22.TheUTeachInstitute. (n.d.).AbouttheUTeachInstitute.Retrievedfromhttp://uteach-institute.org/about

23.Sacco, M. (2012, October 8). Minority graduation rates on the riseat SBU. The Statesman. Retrieved from http://sbstatesman.com/tag/the-education-trust/