There are many local programs in education that work. But there is no method to bring those programs to scale to impact millions instead of hundreds of students.  NMSI is an innovative new organization created to expand programs with proven success in math and science education across the nation.

By scaling up programs that have demonstrated a positive impact, NMSI aims to increase significantly the achievement of students in mathematics and science courses and to graduate more qualified math and science teachers.
The initial focus is on multiplying two programs with 10 years of data proving they work:  a training and incentive program for Advanced Placement courses and UTeach, an undergraduate teacher preparation program.

Math and science, not government, will be needed to solve our biggest problems.  Math and science are the foundational literacy of the Information Age – and concern is growing that low performance in math and science is hurting the United States’ global competitiveness.

NMSI was launched in March 2007 by top leaders in American business, education, and science in response to the call for action by the National Academies’ 2005 report, Rising Above the Gathering Storm.

NMSI’s mission is to help the U.S. maintain its leadership position in technological innovation by providing a path to math and science careers for more students.

The need is pressing:

• Only 29 percent of American fourth grade students, 32 percent of eighth grade students, and 18 percent of 12th grade students performed at or above the proficient level in science.
• About a third of high school mathematics students and two-thirds of those enrolled in physical science have teachers who either did not major in the subject in college or are not certified to teach it.
• Among low-income students, 70 percent of their middle school mathematics teachers majored in some other subject in college.
• Those undergraduates who leave science and engineering majors for other majors are often among the most highly qualified college entrants, and they are disproportionately women and students of color.
• The U.S. ranks 16th of 17 nations in the proportion of 24-year-olds who earn degrees in natural science or engineering as opposed to other majors.

NMSI is marshalling public-private cooperation to solve one of our country’s most pressing problems, staying competitive in the crucial fields of math and science. Exxon Mobil Corporation is the lead funder with a commitment of $125 million. As a company that employs 14,000 engineers and scientists, ExxonMobil knows how important it is to provide the best education and training possible for the national’s young people. The Bill and Melinda Gates Foundation and the Michael and Susan Dell Foundation are also major donors and have collectively committed $15 million over the next three years. IBM and Perot Systems have provided millions of dollars with in-kind assistance.

The board of directors includes key executives from The College Board, the National Academy of Sciences, Lawrence Berkeley National Laboratory, leading universities, major U.S. corporations, state education agencies and foundations focusing on education.

The Chief Executive Officer of NMSI is Tom Luce, former assistant Secretary of Education and co-founder of the National Center for Educational Accountability; the Chief Program Officer is John Winn, former state education commissioner of Florida.

We’re not trying to reinvent wheels, we are finding the best ones and rolling them out on a national scale.  To ensure long-term impact, funding is targeted to programs with verifiable records of success that can be replicated nationally, in contrast to many pilot projects that begin with a flourish but are not applied on a national scale and fade over time. 

NMSI serves as a strategic holding company, not only to channel public-private money toward proven programs, but to also monitor implementation and provide ongoing support. 

As NMSI funding for grantees phases out, recipients are expected to seek other private-sector and state funds–which is more feasible as programs mature and demonstrate they are making a difference in their communities.

The College Board’s Advanced Placement Program gives high school students a chance to do college level work in a variety of subjects ranging from calculus to chemistry. The AP exam is graded on a scale of 1 to 5, with 3 or higher considered qualifying scores, sometimes referred to as passing scores. 

If students score well enough on an AP test, students can earn course credit or placement in advanced credit courses at most colleges and universities.

The AP program has established a track record of positive results.  In a state-wide Texas study, AP success correlated with much greater success in college. Six-year college graduation rates rise from ~15 percent for African-American and Hispanic students to ~60 percent if they have scored a 3 or higher on at least one AP exam.

Students enrolled in AP courses are also competitive internationally–while the U.S. ranked below the international average on the Trends in International Math and Science Study (TIMSS), students who had taken the AP Calculus exam ranked first in the world in advanced mathematics.

NMSI support is targeting the 13 AP math, science, and English tests: Calculus AB, Calculus BC, Computer Science A, Computer Science AB, Statistics, Biology, Chemistry, Environmental Science; Physics B, Physics C, Electricity and Magnetism, Physics C, Mechanics, English Language, and English Literature.

[For more information visit www.apcentral.collegeboard.com]

NMSI is in the process of replicating across the country an AP Incentive program that originated in Dallas in 2000. That program, AP Strategies, provides incentive programs for AP and pre-AP mathematics, science, and English courses in Texas.

Similar NMSI programs around the country, will include extensive formal and informal training of teachers, additional time on task for students, financial incentives based on academic results, and the cultivation of Lead Teachers to provide leadership to the program in their schools by mentoring other teachers.   Financial incentives also are provided to students who receive passing scores on Advanced Placement exams and to teachers who help them.

Thanks to APS assistance, participation in AP mathematics, science and English courses has grown dramatically.  On average, over five years APS triples the number of students passing AP English exams, quadruples the number passing AP math exams, and quintuples the number passing AP science exams. 

A 2007 analysis of the AP Strategies Training and Incentive program by Cornell economist C. Kirabo Jackson linked the program to a 30 percent rise in the number of students with high SAT and ACT scores and an 8 percent rise in college-going students.
Seven states have been awarded NMSI grants of up to $13.2 million from a pool of 28 applicants to create AP Strategies programs.

[For more information, visit www.apstrategies.org]

The UTeach program was created at the University of Texas at Austin to attract and prepare more college students for secondary teaching careers in mathematics and science without adding time or cost to their degree. 

Hallmarks of the UTeach program include early and intensive field experience, frequent coaching from mentor and master teachers, and all education courses taught in the context of math and science.

Over its 10 year history, the program has had enormous success:

• The number of certified math and science teachers graduating has more than doubled to over 70 per year.
• 90 percent of those that receive certification go on to teach immediately, compared to just 50% nationally.  
• 80 percent of those who enter teaching are still teaching four years after starting, compared with 60 percent nationally.
• Almost half of graduates teach in schools where more than 40% of students receive free or reduced price lunch.

NMSI is awarding grants of up to $2.4 million each to the universities that start programs modeled after UTeach.  A new generation of teachers now is being enrolled at 13 UTeach campuses from a pool of 52 applicant institutions.

[For more information about UTeach at the University of Texas at Austin, visit www.uteach.utexas.edu.  For more information about UTeach replication, visit www.uteach-institute.org]

• Our business model is in high demand:
  • Together, ExxonMobil, the Bill and Melinda Gates Foundation, and the Michael and Susan Dell Foundation have committed over $140 million to NMSI.
  • A strong set of influential leaders has joined the board of directors.
  • The response to the NMSI request for grant proposals (RFP) has been overwhelming, with 70 initial responses.
• The first set of AP grantees are off to a strong start:
  • In August 2007, grants were awarded to non-profits in seven states for AP training and incentive programs. The winning states are Alabama, Arkansas, Connecticut, Kentucky, Massachusetts, Virginia, and Washington.
  • These grantees have already raised $7 million, hired 35 employees, and assessed applications from 190 schools

• As are the first set of UTeach grantees:
  • In late 2007, UTeach replication grants were made to 13 institutions of higher education in nine states. The recipients are Northern Arizona University, the University of California at Berkeley, University of California at Irvine, University of Colorado at Boulder, Florida State University, University of Florida, University of Kansas, Western Kentucky University, Louisiana State University, Temple University, University of Houston, University of North Texas, and University of Texas at Dallas.
  • These 13 UTeach grantees are hiring Master Teachers and planning their first course offerings for Fall 2007.

Timing of future grants will be determined by the implementation of the first round of grants and additional fundraising.  When a new round of grants is opened, an email will be sent through our listserve announcing the competition.  To join our listserve, please visit the Contact Us section of our website, www.nationalmathandscience.org.