Science and mathematics education in a context of national crises.

We enter another new school year in a context of enduring questions not only about U. S. science and mathematics education but also about the direction and stability of the nation's economy. Although it is not at all clear how the current administration will focus its efforts for continuing education reform, there is talk about voluntary national standards, competition among states, and teacher merit pay. However, the attention to education competes with seemingly more pressing national problems with the economy, unemployment, debates about health care, and concerns about global warming. The funding available for education, including science and mathematics, is at record levels due in large part to efforts to stimulate the economy through massive injections of federal money. However, the economic problems faced by state and local officials may force them to use these funds simply to keep schools running rather than on reform or innovation as intended.

The economic crisis may have diverse effects on education, although is difficult to assess the current an d potential impact. The effects may be seen from the individual student level all the way to state and national leadership. Students whose parents are among the record number of unemployed persons can be affected in their attention and focus on school work. Some teachers might be dealing with larger classes, reduced supplies, or concerns about their own jobs. Local, state, and national leaders are faced with larger budgetary issues. Any or all of these concerns can have a priority that places them ahead of planning or implementing new strategies or reforms in science or mathematics teaching and learning.

On the positive side, education is an enduring and necessary component of the nation's life. Those of us who are educators are fortunate that our jobs are less at risk than most other professions. Although we don't often experience bonuses and other perks of economic booms, we also don't often face the prospect of layoffs on short notice. Every new school year brings with it the opportunity to start anew and have lasting impact on people's lives. Even in difficult times, the classroom offers a calm and safe place for teachers and students to look to the future. It is even more important now that teachers communicate and that students recognize the power of a solid educational preparation. Knowledge and skill in mathematics and science is more essential than ever for future employment and advancement opportunities.

Times of crisis are indeed times of opportunity as well. Much of the current thinking seems to be that the federal government has the primary role in addressing the nation's problems. The rush to implement change and push through government-mandated solutions has already been evident in the past year. There are, however, other modes and sources of expertise and policy. Science and mathematics education has for the past 20 years offered a model in which professional societies have taken on successful leadership roles in developing standards and directions for improvement and reform. These organizations have the advantage of taking a longer view and not depending on "quick fixes" that are often the goal of governmentled activities.

National standards, curriculum, and assessment are extremely important changes that should not be implemented in a context of a rush to spend appropriated money on a short time schedule. In the current context, there is a danger that educational reform strategies proposed by the federal government can become politicized. Experiences from the past have shown that the most noble of motivations by politicians often result in partisan arguments that lead to barriers in implementation.

As discussions begin regarding national standards and further attention to national tests, it is likely that mathematics and science will, as in past efforts, be the focus and first choice for attempts to implement these reforms. Science and mathematics education leaders and organizations have the responsibility to step for ward and provide a voice of reason and evidence-based leadership on these issues. These leaders must try their best to eschew partisan ideas and base their recommendations and work on solid evidence. The current crises provide the chance for education to once again be recognized as the foundation for the nation's future success.

Gerald Kulm, Texas A &M University