Commentary

<< Previous   of   Next >>   ADVERTISEMENT   HAVE YOUR SAY Feel strongly about something? Share it with the community by writing a letter to the editor. You’ll need to include your name, address and daytime phone number. (We’ll only publish your name and hometown.) We reserve the right to edit letters, but if you keep yours to 250 words or less, we won’t ask you to shorten it. If your letter is published, please wait 30 days before submitting another. Send it to: E-mail: letters@heraldnet.com Mail: Letters section The Herald P.O. Box 930 Everett, WA 98206 Fax: 425-339-3458 Have a question about letters? Contact Carol MacPherson (cmacpherson@heraldnet.com or 425-339-3472).   Published: Sunday, September 14, 2008 GUEST COMMENTARY Why we must commit to math, science education By Michael Kundu Last week in Switzerland, a 17-mile-long particle accelerator successfully launched proton-sized ions to just below the speed of light. The Large Hadron Collider's (LHC) experiments -- and the prospects they hold for humankind -- are both exhilarating and unprecedented. The LHC could generate microscopic black holes; it might prove theories about the existence of "dark matter"; in fact, it could entirely revolutionize our understanding of physics. Since CERN (the Conseil Européen pour la Recherche Nucléaire, home of the LHC), was established in 1954, Europe has rigorously grown as a nexus for science and technology. In 2005, the European Space Agency, partnering on the National Aeronautics and Space Administration's Cassini satellite project, provided technical knowledge to land the Huygens space-probe on the surface of Saturn's moon Titan. The probe, built almost entirely with non-American technology, was the first spacecraft ever to "touch ground" in our outer solar system. While NASA and the ESA enjoy excellent working relationships, the ESA is increasingly seeking more qualified science and technology graduates from Europe and Asia. There's no prejudice involved (American researchers are part of the LHC project); it's simply because the number of qualified American science and technology graduates is declining. Even today, NASA reports that about 80 percent of its new hires were educated in foreign institutions. This spring, U.S. Chamber of Commerce studies reported that American universities generate only 225,000 graduates annually in the STEM (science, technology, engineering and math) fields. Microsoft says it is finding it increasingly difficult to attract qualified U.S. engineers, and this July, the National Research Council (a congressionally chartered policy advice group) released a dire report, calling for more legislative support to promote degrees in fields like biology and chemistry. While such reports spur national discourse -- along with any significant legislation, scholarships, grant programs or other measures that result from such information -- real solutions can only be implemented successfully at a grassroots level. During the 2007-08 school year, only 39.7 percent of Washington's 10th-grade students met state standards in science. Fewer than half (49.3 percent) met math standards. While science percentages reflected a small (slow) increase over 2006-07 (science 36.4 percent, math 50.4 percent), and 2005-06 (science 35 percent, math 51 percent), math scores reflect a gradual decline. Ironically, in 2007, our state legislature delayed implementing more rigorous high-school graduation standards until 2013. This year, it and the governor removed the math graduation requirement altogether. That's unfortunate, since such benchmarks are often very successful at encouraging students and parents to challenge themselves and take a more committed approach to academic achievement. By retreating on such crucial benchmarks, we're certainly not expediting the development of graduates who might someday work at CERN, the ESA or NASA. The reality is that student engagement and academic achievement improve when parents take an active role. Ambition is forged at home. In the absence of parental involvement and encouragement, students are less likely to pursue these more challenging, albeit rewarding, courses of study. In the coming decade, I have no doubt that extraordinary things will occur: astrobiologists will announce the discovery of microbial extra-terrestrial life, the LHC will uncover the structure of "dark matter," cures for AIDS and some cancers will be uncovered, earth-like extra-solar planets will be discovered within nearby star systems, and biologists will announce the first successful creation of a synthetic life. The question remains: "How many American scientists will be involved in such discoveries?" If current trends continue, the answer may be "Not many." But there is a solution. Our students have many inspirational opportunities. When our government announced plans to return to the moon by 2020, many science enthusiasts wished that we could be back in high school, pursuing a career track that would let us be part of that endeavor. Today's high school students have that opportunity, but it will take engagement and a willingness to accept more rigorous academic challenges. And it will take commitment -- commitment from more parents to redefine priorities and become more engaged in their children's futures; to make time to encourage higher educational aspirations, and to promote careers that could potentially yield incredible implications for all of humankind. This next decade, the STEM fields will be more crucial to our evolution as a species. In order to meet the global demand for skilled scientists to fulfill vital research roles, Washington parents need to become stronger advocates for math and the sciences -- both at home, and in the Legislature. Our students, our national competitiveness -- and our future -- depends upon it. Michael Kundu is a board member in the Marysville School District, an amateur astronomer and an appointed member of the National School Board Associations Federal Relations Network.

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