The story about the young student in Texas who made a clock lets us know that there is also a deficient in the knowledge of science within the teaching force.
What We Know About the Delivery of Science and Math for Minority Students
Bonnie Bracey-Sutton – September 19, 2015
We are not doing enough!!! Many of the initiatives that are coming from Industry are too short, too limited and do not bridge the gap. Teachers themselves may not have sufficient subject knowledge or appropriate skills because of poor quality, or lack of, teacher training.Preparing teachers with the right skills: Teachers should be equipped with knowledge and teaching skills that can provide relevant guidance to promote effective practice and support improvement.There may be more community support for READING science than actually doing science.
Technology is an ever changing learning landscape and if one has only a little of the knowledge needed to be secure in the delivery of information, there is a problem.
First, read the report from Pew on the state of science and math for minorities.
. The report was not a surprise to seasoned educators , legislators, and researchers who work with the minority groups. We have similar reports for each group.
Not much interest has been shown in the Pew Report that tells us
here is a significant gap in knowledge about scientific concepts along racial and ethnic lines in the U.S., according to a new Pew Research Center report released last week.
The Report states that ”When asked a series of 12 science-related questions, whites, on average, fared better than blacks or Hispanics. While the average number of questions whites answer correctly is 8.4, for Hispanics that number is lower – 7.1 – and drops to 5.9 for blacks. (There were not enough Asian respondents in the sample to be broken out into a separate analysis.)”
“Our latest findings are consistent with previous Pew Research surveys and with data from the General Social Survey (GSS) conducted by the National Opinion Research Center. These differences tend to span multiple scientific disciplines, from life and earth sciences to physics and energy-related questions.”
In the two separate weeks before and during the report we have learned much about the needs of Hispanic learners. http://www.edexcelencia.org/research/2015-factbook
Those of us in education know that there is a terrible gap in learning math and science and seemingly the technology has advanced the gap. While many are seeking the Internet of Things. IoT, there are rural, distant, urban and tribal students who cannot advance to the level necessary to do basic use because of factors that impede their learning. Access is a problem as noted by the FCC. Tool access and ownership are a problem, as well as the support needed to successfully use the tool or tools. Well trained teachers? We know that the best of teachers are not necessarily teaching in the areas of difficulty.Inequitable distribution of well-trained teachers is a problem and even in the groups doing broadening engagement there are few minorities involved as mentors.
The right to education that stimulates active learning and inspires imaginations can only be a reality when the transformative power of education is fully realized, however too many children and young people – especially the disadvantaged – are leaving school without learning anything of value .
Many of them just leave school. The dropout problem is a reality in education .
There is consistent evidence that teachers are the most important school-based factor in determining learning outcomes, second only to what children bring to school. There remains a marked deficit in both teacher numbers and teaching quality, which has an extreme impact on learning outcomes for children.
The Pew Report shares some of the problems which are not unknown in the learning communities of these children of America.
Most American Indian children attend public schools where disparities occur both at the k-12th educational level, and at post-secondary levels. During the 2010-11 school year, there were 378,000 AI/AN (alone) students in the U.S. public school system, comprising 0.7% of the total public school population (Aud, Hussar, Johnson, et al., 2012). In comparison, during this same time period, there were 49,152 students in Bureau of Indian Education Schools (Bureau of Indian Education, 2011). The high school dropout rate for Native American students is alarming and in previous years has reflected a rate as high as 50% (Herring, 1992). More recent research indicates that American Indian enrollment, retention, and graduation rates are lower than any other ethnic group (Harrington & Harrington, 2012). While estimates show some improvement for American Indians/Alaskan Natives having earned a high school diploma or equivalent, the figures still speak to their trailing behind their Euro-American counterparts by 12% (NIA, 2011). An awareness of the constant tension for American Indians children’s experience in public schools must be acknowledged in order to address it. There is more. You can find it here.
Lots of group are doing broadening engagement to try to reach the students. Some groups even work within the community. But schools are another story. There are school boards, administrators, supervisors, and experts and technology teachers.. Regular teachers are at the bottom of of the pyramid. In the event at Microsoft, the presenter from DC suggested that teachers did not have TIME to be technology literate.
We know that time, exposure, knowhow and practice are important to the excellent use of technology. We know that mobile technology makes a difference but if you do your work on a phone there are restrictions. We know that many students can’t do Make Fairs because of the cost. I don’t care if the students do STEAM, Maker Faire or Hands on Science. There are many ways to make a difference in student lives. The initiatives of the White House have been wonderful. The problem is in getting the schools to adopt them and make them an important part of minority student learning.