Numerous studies highlight the dilemma the U.S. faces in education and recruitment for science, technology, engineering and mathematics (STEM). However, TAB op-ed headlines screaming of a Newton STEM education "crisis,” while great for political theatre, are far from reality. NPS has strong, albeit not perfect, STEM-related programs across the system.

As one of three science professionals on the School Committee, I am committed to improving our STEM curriculum and activities by addressing weaknesses and helping to create innovative new programs that inspire student interest. Over the past two years, the School Committee has frequently docketed STEM discussions, prioritized elementary math improvements, and encouraged new programs like interdisciplinary science/technology and SIMMS, a problem-solving high school math curriculum.

Let’s start with some of the strengths of Newton’s programs:
•    Massachusetts students have the best NAEP test scores in the nation and rank up with the best international competition on the TIMMS math/science test. Newton participates in these tests.
•    Math SAT scores for both Newton high schools are in the top 10 for public school districts in Massachusetts.  Both have mean scores over 600 - quite an accomplishment. South placed 4th and North 9th in the 2007 state rankings. 2008 scores rose further.
•    Advanced Placement (AP) test scores in STEM areas are extremely impressive at both high schools – over 90% of the calculus, chemistry, computer science, physics, and biology scores are in the “pass” range required for college credit.
•    The Science and Math teams at both high schools have been extremely successful in local, state and national competitions.
•    Both schools have a wide variety of STEM elective courses including oceanography, engineering, robotics, neurobiology, environment, anatomy, network systems, and Career & Technical Education classes.
•    The North/South Ligerbots robotics team had a fantastic rookie year in tournaments and has attracted large numbers of enthusiastic participants.
•    New K-8 programs challenge students to think like scientists and engineers, design experiments, and write about the process.

But there are known weaknesses in NPS. Elementary teachers everywhere historically have not been hired with extensive math training. The high failure rate on the State’s new, long-overdue math test for aspiring teachers shows the problem. The School Committee has funded an elementary math initiative that has successfully combined professional development, part-time math coaches (at the highest-need schools), and teacher-to-teacher initiatives to boost student understanding and performance.  The program is designed to target high-risk students early, narrow achievement gaps between schools, and give teachers differentiated instruction techniques that challenge students with different learning styles and paces. The early results are promising and feedback from parents and principals has been extremely positive.

Unfortunately we have little idea how many Newton grads choose STEM careers. Over the past four years some 26-30% of Newton students answering an optional question at SAT sign-in who stated they had a college major in mind chose a STEM field. This is far from a reliable long-term data point. A Newton South parent recently quizzed her 24 year old about the career fields of his 23 South friends and found 17 were working in STEM professions. But we need more than anecdotal information.

Some of my recommendations on what NPS should do:
Pathways to STEM success – Conduct longitudinal surveys of students to determine why some choose and succeed in STEM classes and then decide to pursue college STEM majors and careers.
Maintain our strong programs at the high schools – In order to maintain the rich STEM curriculum at both high schools, and effective programs to close achievement gaps, we need sustainable long-term budgeting and action on school cost drivers.
Hire new teachers with STEM strengths – All school levels should recruit new teachers with STEM backgrounds, including those in mid-career who could be trained through Newton’s certified teacher training institute.
Early identification of students struggling with math – All K-2 teachers should continue to be trained in new assessment/corrective measures to address early problems before curriculum gets more challenging and before children lag behind and lose interest.
Better integration of technology into the classroom – Technology can greatly improve teaching and student interest and achievement in math/science courses. The School Department has made progress over the past two years and the Newton Schools Foundation has launched a $2 million 21st Century Classroom campaign.
Challenge all students in and out of the classroom – We must continue to support efforts such as the Countryside and Peirce pilots whereby teachers are collaborating across grade levels to differentiate instruction to challenge all students. We also need even more in- and out-of-classroom activities to excite students about science; and increased STEM-related grant support.

There are some people who support STEM education in Newton, like I do, but favor replacing entire programs and ignoring our many student and teacher accomplishments. I support working together with our system’s professionals to further improve STEM education.