PRESIDENT OBAMA RECOGNIZES UTEACH
In July, President Obama announced a $4-billion initiative for education reform and recognized NMSI's UTeach program for its success in fostering a new generation of math and science teachers.
By replicating this successful program in 13 universities nationwide, NMSI has already helped to recruit and train more than 1,500 new math and science teachers. We expect to dramatically multiply that success in the coming years by expanding UTeach into more colleges and universities. |
NMSI'S BOARD OF DIRECTORS
+ Tom Luce
NMSI Chief Executive Officer, former Assistant Secretary,
U.S. Department of Education
+ Bruce Alberts
Former President, National Academies
+ Norm Augustine
Lead Director, NMSI, former Chairman and Chief Executive
Officer, Lockheed Martin Corporation
+ Gaston Caperton
President, College Board, and former Governor of West
Virginia
+ Roger A. Enrico
Chairman of DreamWorks Animation SKG, and former
Chairman and Chief Executive Officer, PepsiCo
+ Nancy Grasmick
Superintendent, Maryland State Department of Education
+ Bernard Harris, Jr., MD
President and founder, the Harris Foundation, Inc., former
NASA astronaut, first African-American to walk in space
+ Shirley Malcom, Ph.D.
Head of education and human resources for the American Association for the Advancement of Science
+ Sally Ride
President and CEO, Sally Ride Science, former NASA
Astronaut, first American woman in space
+ Arthur F. Ryan
Chairman, CEO, and President, Prudential Financial, Inc.
+ Beverly Daniel Tatum
President, Spelman College
+ Roy Vagelos, MD
Former Chairman and CEO, Merck & Co., Inc.
+ Charles M. Vest
President, National Academy of Engineering, President
Emeritus, Massachusetts Institute of Technology
+ Carl E. Wieman, Ph.D.
Director of the Carl Wieman Science Education Initiative at the University of British Columbia
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Dear Friends -
Two years ago, we launched a dream. Today, we have real results for America's students.
We have just received Advanced Placement results from our first cohort of 67 program schools, and they confirm dramatic increases in student achievement in rigorous math and science courses.
- 51 percent increase in AP exams passed in math, science and English for the 2008-09 school year, which is over nine times higher than the national average.
We are changing the culture of expectations by increasing student participation in college-level course work in our NMSI program schools.
- Over 13,000 exams taken by AP students in math, science and English for the 2008-09 school year, which is an 80.1 percent increase over the previous school year.
These results prove that NMSI has helped close the achievement gap in math and science. Our programs demonstrated impressive increases in participation and performance for underrepresented students, especially African American and Hispanic students.
- 134.3 percent increase in AP math, science and English exams taken by African American and Hispanic students, for the 2008-09 school year.
- 71.2 percent increase in AP exams passed in math, science and English by African American and Hispanic students, for the 2008-09 school year.
- 54.7 percent increase in AP exams passed in math, science and English by female students, who are traditionally underrepresented in math and science, for the 2008-09 school year.
Click here to read a more comprehensive summary of NMSI's first year program results for the Advanced Placement Training and Incentive Program (APTIP). These extraordinary results were achieved by replicating APTIP in six states: Alabama, Arkansas, Connecticut, Kentucky, Massachusetts and Virginia.
This fall, NMSI will be implementing the program in 142 public high schools. If our NMSI high schools were a state, it would have the 33rd largest student enrollment and the 28th largest African American and Hispanic student enrollment.
We have now established that replication works. By scaling up proven educational programs across multiple states and school districts, we are delivering results in a rapid, cost-effective, efficient, and self-sustaining manner. It will take this kind of national effort to improve our public education system.
As you know, there is much untapped potential in America's public schools. I hope with these phenomenal results, you will renew your efforts to help us expand even more rapidly.
Sincerely,
Tom Luce
President and CEO
National Math and Science Initiative, Inc.
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AP RESULTS CONFIRM NMSI BOOSTS STUDENT ACHIEVEMENT IN MATH, SCIENCE AND ENGLISH
BY 51 PERCENT
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The 2009 Advanced Placement* results are in, and they confirm that the concerted effort to boost student achievement led by the National Math and Science Initiative (NMSI) has increased the number of passing AP math, science and English exams by 51 percent among students in participating states, more than nine times the national average.
"These first-year results demonstrate that more rigorous and effective math and science programs can be replicated successfully nationwide. This program is going to open the doors to college for many more students," said Tom Luce, CEO of NMSI.
The AP test scores have been reported by the College Board for the 67 high schools in six states selected to participate in the vanguard AP Training and Incentive Program (APTIP). The six states are Alabama, Arkansas, Connecticut, Kentucky, Massachusetts and Virginia. Those initial results show that the combination of enhanced teacher training, teacher incentives, student scholarships, more time on task for students, and master teacher mentoring can dramatically increase the number of students succeeding in college-level work.
The scores were officially announced by NMSI in conjunction with the A+ College Ready Program, which administers the APTIP program in Alabama, at a press conference held last week at Clay Chalkville High School in Pinson, Ala. Alabama Gov. Bob Riley and Alabama Superintendent of Education Dr. Joe Morton participated in the announcement. Additional announcement events were held in Arkansas and Kentucky.
Pictured at the A+ College Ready Alabama announcement are (from left to right): Paul Dieffenthaller, Mobile Bay Operations Superintendent, ExxonMobil Production Company; Gov. Bob Riley of Alabama; Dr. Joe Morton, Alabama State Superintendent of Education; and John Winn, Chief Program Officer, NMSI. Photo courtesy of the Office of Gov. Riley.
Pictured at the AdvanceKentucky announcement are (from left to right): Helen Mountjoy, Kentucky Education and Workforce Development Cabinet Secretary; John Harrington, Manager, Strategic Community Investments, Exxon Mobil Corporation; and Dr. Terry Holliday, Kentucky Education Commissioner. Photo by Amy Wallot.
"This is only the beginning. We now know the replication model works, and it is time to do more," said NMSI board member Charles Vest, President of the National Academy of Engineering and President Emeritus, Massachusetts Institute of Technology.
On August 25, the College Board announced its national AP and SAT test scores, which show an overall increase of 5.7 percent in public schools nationwide in the number of passing scores on AP exams in math, science and English. This means that the NMSI-supported program schools performed at more than nine times the national average.
Luce, a former U.S. Assistant Secretary of Education, said the first year of results for the AP Training and Incentive Program confirm:
- More students than before can be brought into rigorous AP math, science and English classes with this program, which increases their chances of success in college. NMSI increased the number of AP tests taken in the six states by an average of 80 percent.
- This program helps larger numbers of students who are traditionally underrepresented in math and science succeed in college-level coursework. NMSI increased passing scores by African American and Hispanic students by an average of 71 percent and by women by 55 percent.
- A rigorous math and science program that is strategically supervised can be replicated nationwide. As more funding becomes available, NMSI will expand the AP support program to more states, helping even more American students become college ready and succeed in the critical fields of science, technology, engineering and math.
"Eighty percent of the jobs of the future will require an educational background in math or science, so it is imperative that we increase students' interest in these subjects and give them the instructional support to help them master the more challenging material and go on to succeed in college," Luce said.
AP, a program of the New York-based College Board, offers high school students the opportunity for college credit in more than 30 subjects, ranging from high-level math and science to fine arts, if they score well on a standardized end-of-course exam.
NMSI, a non-profit organization, was launched in 2007 by top leaders in business, education and science to reverse the United States' troubling decline in math and science education.
NMSI's mission is to expand programs that have proven success in math and science education across the United States. The initial focus is on replicating two programs that each has more than 10 years of data proving they work: the AP Training and Incentive Program and UTeach, a program to recruit and prepare college students to become qualified math, science and computer science teachers.
Major support for this groundbreaking national initiative has come from Exxon Mobil Corporation, the Bill and Melinda Gates Foundation and the Michael and Susan Dell Foundation, with in-kind assistance provided by IBM and Perot Systems.
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| UTEACH SITES REPORT STEADY PROGRESS |
 More than 300 participants -- a record attendance -- gathered May 29 in Austin, Texas for the UTeach convocation, sponsored by the National Math and Science Initiative and the UTeach Institute. The reports from the 13 universities from across the United States who are replicating the program to train math and science teachers showed there is excitement and momentum building around the program.
The "snapshot" highlights from their reports included:
Western Kentucky University reported that the SkyTeach program has an 84 percent retention rate of students moving forward in the program. There are currently 73 students enrolled in the program. More than 40 students already have signed up for the Step 1 course next fall and the SkyTeach goal is 80, which would be a healthy increase over the 29 Step 1 students enrolled in fall 2008. "At this rate of growth, we figure we will be enrolling every single 21-year-old in Kentucky," said SkyTeach co-director Vicky Metzgar.
The University of Texas at Dallas reported that more than 90 students are enrolled in their UTeach program, and they expect to reach 100 next fall. The program now has partnerships with four school districts and has acquired space for a suite of rooms dedicated to the program. Program directors reported they were "very pleased with the quality of the students in the program."
The University of North Texas reported that there are 70 students enrolled in the Teach North Texas (TNT) program at present, and they expected 100-110 in the fall. Workspace has been found for the program, and the hunt is on for more. Program leaders are forming a task force to assist their university development team, and the university is hosting a "Keys of Success" luncheon with all the proceeds benefitting the TNT program.
The University of Kansas reported that the UKanTeach program is enjoying a 70-73 percent retention rate and that the first UTeach graduate, Andie Grasmick Nye, secured the teaching job she wanted the day she graduated, returning to teach at her former high school. Program director Steve Case said that some students, who entered the program as upper classmen, were not able to complete the full program by the time they graduated. Because they became so enthused about teaching as a result of their UTeach classes, they entered the Teach for America program after graduating. Case predicted that at the current rate, the program expects to be graduating an average of 80 math and science teachers a year.
The University of Florida reported that it expects to enroll 50 new Step 1 students in the fall and that there are now four middle schools and four elementary schools participating in the program. UFTeach also hosted a reception to honor its mentor teachers and recently received a $50,000 grant from the Smallwood Foundation. Co-director Alan Dorsey quipped that while change in academia often "happens one grave at a time," the UFTeach program is making steady headway. He reported that one biochemistry National Merit Scholar, who enrolled as a senior in Step 1, enjoyed the course so much that he decided to enter the Mississippi Teacher Corps program.
The University of Colorado at Boulder reported that more students enrolled in the CU Teach program this year than they had spaces for. The co-directors are expecting 100 students to enroll in the Step 1 program in the fall and that retention rates are running around 75 percent. Library space is being remodeled to accommodate interactive classroom space and to provide storage space for lab kits. The CU Teach program also has launched a Podcast to help promote the program. While the cost of technology is higher than expected and there are challenges funding mentor teachers, program leaders said the program is "doing much better than we ever could have expected."
The University of California at Irvine reported rapid growth of the UCI Cal Teach program and expect that 150 new students will sign up for Step 1 each year. Students have formed a Cal Teach Club, which is proving very effective for recruiting. Three major donors have stepped forward to help with funding. Directors said other universities in California are now coming to the Irvine campus to look into the program. Space for offices, student lounge areas and two large classrooms has been donated to the program, and plans are underway to renovate that space to suit their needs.
The University of California at Berkeley reported that all the pieces are in place for its Cal Teach program and that the partnerships across departmental lines are working well. For example, the faculty in the graduate school of education is helping with evaluations. "It's a huge accomplishment to get all these groups talking to each other," program leaders reported. The rate of growth continues to increase, program leaders said. Four students graduated from the Cal Teach program this year, and one has become a Math for America fellow.
Temple University reported that its six degree programs for TUTeach have been approved by the trustees and Pennsylvania Department of Education. Sixty students were enrolled in the Step 1 course during the '08-09 school year, and increases are expected for fall 2009. The program now has 30 mentor teachers and 10 participating public schools. University office space is being renovated to house a computer work station for the students, office space for master teachers and student work space.
Louisiana State University reported that during its first fall semester in 2008, only 16 students signed up for the Step 1 course, so a public relations consultant was hired to help promote the program to students. As a result, 112 students enrolled in the course during the spring, fifty students have already enrolled for Step 1 for fall 2009, and it is expected another 50 will sign on by the fall. Program leaders reported the new Geaux Teach student work-room/lounge is in the "quad" of LSU, so the program is literally in the thick of things.
Florida State University reported that thus far, they have 87 unique students signed up for 114 spots in FSU-Teach courses for the upcoming fall semester, and they haven't even opened up registration to freshman yet. Last year FSU-Teach's retention rate from Step 1 into Step 2 was 72 percent. The program has enjoyed several successes in fund-raising, receiving a Mann Family grant, Helios Foundation grant and a Noyce Grant from the National Science Foundation. The FSU-Teach students have formed their own organization to network as they move through the program.
Northern Arizona University reported that 50 students are expected to sign up for the NAUTeach program in fall 2009. Space has been located for master teacher offices and advising as well as for one classroom. More space is still needed, so program leaders are currently on the lookout for additional footage. All state and accreditation approvals are now in place, and a task force of business/industry leaders has been formed to help with development. Despite the financial challenges that have affected all education institutions during the economic downtown, the program leaders said they had been able to hire two tenure track teachers and are looking into remote delivery of Step 1 and Step 2 courses.
The University of Houston (teachHOUSTON) has grown from 14 students to 140 students in a short, two-year period. Master teacher Susan Williams reported that teachHOUSTON's goal for fall 2009 is to enroll 100 new students in the program. This spring, teachHOUSTON held a celebration event honoring the first teachHOUSTON graduate (Ricky Garcia, who graduated one year ahead of schedule), three collaborating school districts and mentor teachers, Foundation Advisory Board members, and successes of the program (recruitment, internships, scholarships, establishment of the teachHOUSTON student organization, a dedicated suite of offices for the program). During 2008-09, all UTeach replication courses were offered, and all courses will be offered again during the fall of '09. Due to the program's rapid growth, Williams said four master teachers are already working with students, and two more hires are scheduled this summer.
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NMSI AND NCTQ PRODUCE STEM GUIDE
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The National Math and Science Initiative (NMSI) and the National Council on Teacher Quality (NCTQ), which share a strong commitment to solving the problems caused by inadequate numbers of qualified math and science teachers, are releasing a joint publication that cuts to the heart of STEM issues: "Tackling the STEM crisis: Five steps your state can take to improve the quality and quantity of its K-12 math and science teachers."
"Numerous national reports issued over many years have highlighted the threat to our national well-being as our scientific and technological academies and industries are increasingly eclipsed by those in other countries," said Tom Luce, CEO of NMSI. "We think one of the keys to reversing this trend is strong K-12 math and science preparation that ensures that college freshmen are capable of diving into demanding STEM majors rather than treading water in remedial courses."
Kate Walsh, President of the National Council on Teacher Quality, pointed out, "Better K-12 math and science preparation, in turn, depends on a bigger and better pipeline of K-12 teachers who will savor, not skirt, rigorous math and science instruction."
The two organization leaders said Tackling the STEM crisis is a step-by-step guide for state policymakers who want to make a thorough inventory of their own state's policies and regulations to ensure that each is part of the teacher pipeline solution rather than part of the problem. The guide has been designed to direct state leaders to organizations and publications that can be resources in their inventory and reform initiatives.
For a copy of the guide, go to: http://www.nctq.org/p/docs/nctq_nmsi_stem_initiative.pdf.
For more information, visit www.nctq.org or www.nationalmathandscience.org. |
NMSI HOSTS YOUNG LEADERS PILOT PROGRAM
IN NEW YORK CITY
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In an effort to address the pressing issue of women being left behind in the critical fields of math and science, NMSI, in collaboration with Fortune and ExxonMobil, created the NMSI Young Leaders Program to introduce girls who are college juniors majoring in STEM (Science, Technology, Engineering, and Math) fields to female executives at FORTUNE 500 companies. This pilot program provided role models for college students majoring in innovative fields and heightened the visibility of the need for more girls to specialize in math and science.  In June, students participating in the pilot program visited New York City for an intense, two-day Capstone Program, where they participated in several roundtable discussions with key female executives to learn about the tangible impact of math and science in their companies. They also received instruction and tours from representatives at the American Museum of Natural History and The Earth Institute at Columbia University. At the conclusion of her presentation with the participants, Patricia Sellers, Fortune editor at large, posted the following blog entry:
From the pinnacles of power by Fortune editor at large Patricia Sellers
June 29, 2009, 2:27 pm
Filling the tech talent pipeline
I had breakfast today with some extraordinary college students - all women, all majoring in the sciences. That alone makes them extraordinary. After all, women constitute 46% of the U.S. workforce today. But women hold only 26% of the jobs in engineering science and technology. Fewer than 10% of American engineers are women.
The young women whom I met this morning are trying to change that, and we're cheering them on. They make up the first class of participants in the National Math and Science Young Leaders Program, a new partnership between Fortune, ExxonMobil ( XOM), and the National Math and Science Initiative.
We already have an impressive lineup of mentors. Three of ExxonMobil's senior women - VP of global marketing Margaret Mattix, VP of Engineering Sara Ortwein, and VP of Geoscience Pam Darwin - are mentoring college students in Texas, close to their offices. The other mentors are venture capitalist Ann Winblad of Hummer Winblad, Kendle International ( KNDL) CEO Candace Kendle, and Kathy Button Bell, chief marketing officer at Emerson ( EMR), the $25 billion manufacturing and technology company.
And there's one "mentor-at-large" who coaches via National Math + Science Young Leaders webinars: Sally Ride. Yes, the astronaut. Ride, a regular at the Most Powerful Women Summit, now has a company, Sally Ride Science, and has dedicated her post-orbit life to encouraging girls to go into science and math.
The young women who bravely venture in that direction - and help to ease a tech talent drought that's only worsening - need role models more than ever. Mentee Stephanie Ren, who is an electrical engineering major and computer science minor at University of California Berkeley, noted this morning that guys outnumber girls by close to 10 to 1 in her computer science classes. Ren also said that after spending a day in Silicon Valley with Winblad recently - and meeting some of the veteran VC's high-powered pals - she came to believe that she has a shot at living her dream: to work at Google (GOOG) someday.
Incidentally, Ren said that after Google, she envisions becoming an elementary school teacher. (I tell everyone "Don't plan your career" - and said the same to these young women at breakfast - but I applaud Ren for aiming to "pay it forward" to the next generation of techies.)
At the least, this new National Math + Science Young Leaders Program will give smart young women a little more confidence to be pioneers. Another mentee, Therica Grosshans, who's a geology major at the University of Houston, said this morning that visiting ExxonMobil and getting to know her mentor, Pam Darwin, changed her outlook on her own career. Says Grosshans, "She made me feel that I can get that far."
Capstone Program Event Speakers
- Joan Lordi Amble, Executive Vice President and Corporate Comptroller, American Express Company
- PJ Boatwright, Vice President of Live Media for Fortune
- Tonya Brami, Exxon Mobil Corporation
- Ruth Cohen, Director of Education Initiatives, American Museum of Natural History
- BJ Goergen, Chief of Staff, National Math and Science Initiative
- Samara Heaggins, Research Program Manager, Process Research & Development, Campbell Soup Company
- Lorie D. Jackson, Major Programs Advisor and Manager, Educating Women and Girls Initiative, Exxon Mobil Corporation
- Linda LaVelle, Director of Project and Talent Management at Sterile Process Technology
- Louise Rosen, Director of the Office of Academic and Research Programs, The Earth Institute
- Rena Pederson, Communications Director, National Math and Science Initiative
- Dr. Samara Rubinstein, Manager, Sackler Lab for Genetics & Genomics, American Museum of Natural History
- Pattie Sellers, Editor at Large of FORTUNE Magazine
Capstone Program Student Participants:
- Therica Grosshans, University of Houston
- Christine Hansen, Washington University
- Crystal Mounce, University of Cincinnati
- Stephanie Ren, University of California, Berkeley
- Emilia M. Stepinksi, Rice University
- Jacinda Valencia, University of Houston
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| WHAT IS A UTEACH STUDENT? |
Based on feedback from the students at 13 universities that are implementing the teacher training program, it's someone who believes in the importance of math and science and is passionate about helping others.
+++
Carole Koley
University of Texas at Austin
Austin, Texas
 "I love science and I love kids," says Carole Koley, a 23-year old Californian who is in the UTeach program at The University of Texas at Austin. "I think if you really enjoy something, then the kids will pick that up. The things I love about science, I hope they will love about science."
She credits her father -- who is a scientist -- and her high school chemistry teacher with inspiring her to pursue a career in math and science. "They were able to show me that science matters," she says.
Koley says she has told her friends they should try the UTeach program because it prepares students to teach by placing them in front of a real classroom early in the process and by giving students strong support from mentor teachers. "It really prepares you to be a teacher -- and gives you more opportunities to make a difference."
+++
Ryan Follett
University of Texas at Austin
Austin, Texas  Ryan Follett, 21, says he has always been good at math and was looking for a way he could "do something to make a difference and help people" when he heard about the UTeach program. Teaching runs in his family -- his grandfather and sister have taught. And he liked the reasoning part of math. "There is always an answer right or wrong, and if you think it through you can figure it out. "I've heard people say they don't think they need to study math because they won't use it in real life -- but if you break the problem down and show students this is how you will use it, they can relate it to other things in their life." He likes the fact that the UTeach classes are small and that you have a cohort of fellow students to call on for studying. "I have the same teaching partner for three semesters, and it really helps to work things through together." "I've been bragging to my friends about the things you get to do -- work with the kids right away, work with famous teachers, develop relationships with people in the program over several semesters -- and you may get to change somebody's life," he said. "You don't get those experiences in some other programs." Follett said many students are "technologically dependent" -- they learn how to use calculators and computers, but don't understand how they work or what they are doing. "One day when all the computers go down, we'll still need to know the math and science behind it." +++
Angela Snow
Temple University
Philadelphia, Pa.  As a former soccer coach and camp counselor, Angela Snow, a 19-year-old chemistry major at Temple University in Philadelphia, knew she liked working with kids. She got hooked on teaching when she had her first taste of practice teaching in the UTeach program. "I love seeing students learn, to watch them 'get it.' They feel a sense of accomplishment, and so do you," she says. "I've seen a lot of students not enjoy math and science -- when someone is teaching at you, not with you or for you. We try to engage so the students have fun and see what math and science are all about." She likes the fact that the UTeach program gets its student-teachers into the classroom right away. "In some programs, you go through four years of education classes, and then practice teach at the end. You might discover you don't really like it. This way, you get to see if you really like it early on." One of the best parts about teaching is realizing how much students want to learn, she said. "My students got excited when we conducted experiments with pill bugs and soil, so then they would come in to class and say, 'What are we going to do today?' The sense of accomplishment when you see that excitement is great." She's convinced it's more important than ever before to emphasize math and science because of the on-going technological advances in the world. "Students may say, 'When am I ever going to need this?' and the answer is now. We need people who can provide solutions to the problems that we are facing." +++ Marc Duke
University of Texas at Austin
Austin, Texas  Marc Duke, a 27-year-old UTeach student from California, says, "The UTeach program challenges you to understand what you know -- and you find out you don't know as much as you think. It challenges you to become a life-long learner." Duke, a scuba diver, was in the marine science program when he heard about UTeach. A friend had suggested he might try teaching, since he liked science. He got into the UTeach program, he says, and was hooked. "The first time you see a kid light up when he or she understands something, that's when the passion comes in." Duke has a learning disability himself, so he can appreciate some of the special challenges students face. "I can try to work with them in the way they need to be helped," he said. He's also suggested the program to his friends, saying, "If you really love the concept of math and science -- or English -- you should think about teaching it. Teaching really challenges what you know." +++ Alex Wellings
Florida State University
Tallahassee, Fla.  Alex Wellings, 18, says he started at Florida State University thinking he would be a business major, but he gave UTeach a try and "ended up loving it." "When I grew up, math and science were a little...drier," he says with a laugh. "UTeach definitely makes it more exciting for the kids. It's not 'Do this because that's the way it's been done for years'." "It's really enlightening to see the kids grasp technology, such as an electronic whiteboard. The kids really learn when there is cool technology involved -- it helps them adapt to the learning process." He has had good role models -- his mother was a teacher and one of his favorite instructors in high school was his math teacher -- so choosing a career as a math teacher was a good fit. "You have to learn how to teach different kinds of kids -- each one may learn differently -- but being around kids brings me happiness," Wellings said. He's now signed up for another year of UTeach classes and says, "I preach it to everyone." +++ Steven Vigil
University of Texas at Austin
Austin, Texas  Steven Vigil, 22, had a child when he was in high school and was told by some of his teachers that the demands of parenting probably would keep him from passing. But some teachers -- especially his science teacher -- were supportive. He not only passed his classes, he earned his high school diploma on time. He then went on to graduate from UT Austin with a degree in science and biology and completed the UTeach program. "I really want to do something like tell a kid who may not have anyone to support them to hang in there. They can do it. I did," he says. During his UTeach apprentice teaching, Vigil said, a female student in his freshman biology class became pregnant and was having a hard time keeping up. "I was able to talk to her and motivate her by telling her, 'If I can do it, you can do it and have a successful life'." Having completed his apprentice teaching, Vigil is preparing to teach biology in Round Rock, Texas. "A lot of my teachers have inspired me. My mom is a teacher. She helped me believe, I can do it." He recalls that when he was growing up, some of his math teachers would give him a problem and say, "This is how you do it." He remembers, "You had to follow their direction." He has learned from the UTeach program how to help students discover answers themselves "and figure out why something is that way, how the world works, why two plus two equals four. Once you give them the tools to learn for themselves, they can apply that skill to other classes." He says a lot of his students ask, "Why am I doing math and science? It's not going to be my major." He tries to connect it to their lives and explains, "You might not want to be a microbiologist, but you need to know you have mitochondria in your cells, and if you did not have mitochondria in your cells, you would not be here. Understanding things like genetics is important, so you have to connect it to their own lives and make it interesting."
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Judging from the feedback from students enrolled in the Advanced Placement courses supported by NMSI grants, today's AP students come from all walks of life, but they all are hard-working and determined to succeed in college -- and life.
Here are some "snapshots" of AP Training and Incentive Program students in Connecticut. All were students from East Hartford High School and participated in AP programs supported by NMSI and Project Opening Doors. All are first-generation, college-bound students.
APTIP students from Project Opening Doors in Connecticut.
Shalymar Cruz
East Hartford High School
East Hartford, Conn.
Shalymar Cruz completed the AP Statistics class and has received a 50 percent scholarship to the University of Connecticut. Her goal is to receive a Ph.D. in psychology or genetics. "I want the most education that I can get. Someday I want to get my mom her dream house."
While she may not have made the top grade in the AP class, she says, "This opened a new reality for me -- I have study habits now that will prepare me for college most of all."
What was the best part about AP? "The end! It was really hard, but I learned a lot, way more than statistics. I learned about myself and what I want for my future."
"The summer academy really gave me confidence before the start of the year -- I was really nervous, but I learned about study skills, what to expect. It was really great. Project Opening Doors helped me learn how to balance things. In the beginning, some of my other classes suffered because I did not know how to balance things, but then after that, everything fell into place. Those skills 'leaked' over to the other courses."
In the beginning, she says, her parents did not realize the amount of work the AP course would take. So she told her mother, "Mom, dishes do not come before my studying for the stats test!"
Now she is planning to be a mentor for AP students next year and is planning a college career for her godchild.
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Emmanuel Baffour-Siaw
East Hartford High School
East Hartford, Conn.
Emmanuel Baffour-Siaw completed AP Statistics and Psychology. He has been accepted at the University of Connecticut and the University of Hartford and is awaiting word on possible financial packages. He plans to major in psychology and pursue a Ph. D.
"The statistics course really helped me with the AP psychology, since 20 percent of that course is statistics. I felt really good when I had to answer those questions. I did not know AP stats would help me like that."
How did Project Opening Doors help? "When I was a freshman and sophomore, I felt AP was out of reach. With POD, I was told that it was in reach. Then with POD, I ended up in the classes. I now know that I can attend college, that I can do a good job, and I am excited about going to college."
As for challenges? "It was hard for me. I have family responsibilities and have to work. It made it really tough in the beginning. My grade was not as good in the beginning, then as the year went by, I learned how to balance everything and even though I was still working and still had lots of responsibilities with my siblings, somehow it got easier."
APTIP students from Project Opening Doors in Connecticut.
Tina Nguyen
East Hartford High School
East Hartford, Conn.
Tina Nguyen passed AP courses in Statistics, Biology and English. She has received a full scholarship to the University of Connecticut, as well as a leadership scholarship. She hopes to major in neurobiology/physiology with the goal of becoming a medical doctor.
She says the AP teachers "pushed me to achieve, and then the test prep and study groups made it easy."
"It seems to me that students are not worried about the content, they are worried about the work load. It takes work to be successful. Other kids need to know that. Project Opening Doors helps you in that way, the resources, the test prep, the tutoring, the scholarship and the savings on tuition money."
Looking back, she says, "AP raised the bar, and we reached for it."
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Jimmy Nguyen
East Hartford High School
East Hartford, Conn.
Jimmy Nguyen took AP statistics, Biology and Psychology and has received a partial scholarship to the University of Connecticut. He plans to major in biology or bio-chemistry with the goal of becoming a researcher. He hopes to graduate in four years, help support his family and then continue work on a Ph.D.
He says the AP study groups were a significant help: "We teach each other and really learn that way."
Did the prep sessions also help? "The test prep sessions are the best review ever. I felt really prepared after them."
As for challenges? "It is hard to do this and work, but I have an obligation to my family, so working is not something I cannot do -- but even so, AP was worth the effort. I have a sibling who thinks that college is not for her. I am telling her that you need to be ready to go, even if you do not think so now. I tell her, get into Manchester Community College because you do not know what you will do some day."
APTIP students from Project Opening Doors in Connecticut.
All the students agreed on several key factors: Having the test fees paid for was a big help, the prep sessions and study groups were invaluable and their statistics teacher was terrific.
They also all had to move out of their comfort level with their friends to move into the AP track, where some of the students had known each other from previous honors classes.
Tina Nguyen: "I came to the school as a junior. I was self-motivated and determined to get ahead, though it did feel like there were cultures clashing and some intimidation about going in AP, since kids in those courses had been together forever."
Jimmy Nguyen: "When we took AP, we did it because it was something good for ourselves. It turned out we were inspirational to our friends."
Shalymar Cruz: "Our circle of friends started to change. The non-AP kids did not understand the amount of work that we had to do. I did not feel like I fit in any more. Some of my friends had to go. I had to make my success a priority."
Emmanuel Baffour-Siaw: "The level of work was so much more than it was hard in the beginning, but I learned that AP is too important for my future to let it go."
Their advice for other students about AP?
All: "Take all the AP you can, even if it is hard, it is the best thing you can do for your future. There is an AP class for everyone. Find one you like, and take it. It is a disadvantage to avoid AP."
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Catherine Arias
Westhill High School
East Hartford, Conn.
Catherine Arias is a 17-year old student at Westhill High School in Stamford, Conn. She will be attending University of Connecticut in the fall. She wants to enter the healthcare field and is leaning toward nursing.
She resides with her mother and grandmother, who are both non-English speaking. Her mother works as a housekeeper while her grandmother is at home with the girls. Catherine says her older sister is her lifeline. She works part-time after school and saved her money to pay for the three exams that she and her sister took this year. They are both first-generation, college-bound students.
Catherine had been comfortable in lower-level classes until she was in a car accident that prompted her to ask herself, "What am I doing with my life?" After what she calls her "Ah-ha" moment, her teachers saw a change in her. Her sophomore English teacher suggested she try AP the following year, and now Catherine says, "It changed my life."
At first, she was intimidated because she was the only Hispanic in the class. She tried to drop the course, but she was encouraged by her AP teacher to stick it out, and by the end of the class, she was extremely successful.
While she struggled, Catherine says AP gave her the confidence she lacked: "I can now take on any challenge that comes to me. I overcame my fears and now I can do anything. Thank you so much Project Opening Doors for helping me."
She found the Saturday AP prep sessions to be very helpful. Because she attended all three sessions, she became eligible for the drawing for a laptop and won. It couldn't have come at a more opportune moment. She had to complete a senior project before the end of the school year and was trying to fit in time in the library to complete her work on the computers there. Thanks to the laptop, she was able to work on her senior project at home.
Was the mock exam helpful? "It made me feel more confident and prepared for the actual exam. While the real exam was hard, I felt good about it."
At the beginning of Catherine's experience she felt inadequate and felt her English was not up to par. Now all she can say is, "WOW, what a difference! Thank you, Mrs. Denniger and Project Opening Doors!"
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| WHAT IS AN AP TEACHER LIKE? |
 Sallye Thompson is the kind of teacher who cheers for her students in more ways than one. She teaches calculus at Marion High School in Kentucky and considers it part of her job to pump up her students' confidence as well as prep them for the test.
"When we were getting ready to take our AP test, she came by to see us, and I think she could tell we were petrified," remembers senior Christopher Means. "She just launched into a cheer and had us all cheer along: 'I am smart. I am so smart.' One minute it was like an ice locker in that room, the next minute it was a pep rally. It made a huge difference. We knew she believed in us, and we knew we could do it."
She says, "You've got to prep them all the way through. I tell them 'I believe in you. You NEED to believe in you'."
It's not unusual for Thompson to go look at the lists of the Pre-AP students to find out who did not sign up for AP -- and then go recruit them to sign up. "I want those students," she says. "If I show enthusiasm and love it, it's going to rub off."
For some of the kids, it the first time that they have been challenged in high school. Algebra and geometry may come easily for them, so to be a challenge you need to offer as many AP courses as possible.
The pay-off, she says, is when she gets the thanks from a parent who says, "You made a difference."
"Just one once in a while is enough," she says.
And the bonus comes, when a student returns from college and says "thank you for being hard on us -- when we got to college, we could do the work because you pushed us to do better."
Her father and three sisters were teachers, so she originally thought when she was in college that she would go another direction as a math major. She got a grant from Ashland Oil to finish college. If she taught two years, they would pay off her college loans. She never left. "I had always insisted, no I will not be a teacher -- wrong!"
She's been teaching for 24 years now and jokes she's finally made enough money to get a new car.
With her bright red jacket and youthful looks, she looks as peppy as she sounds. A math major, she's become a devoted fan of the AP program. She started teaching AP Calculus four years ago and says at that time very few of the students took the final exam. "Now," she says, "The whole class is taking the test." And thanks to Mrs. Thompson, more of them are passing.
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Sept. 14, 2009 - Tom Luce testifies at the U.S. House of Representatives Committee on Science and Technology field hearing in North Texas.
Oct. 9-10, 2009 - NMSI sponsors the TEDxSMU Conference in Dallas.
Oct. 20, 2009 - NMSI Board Meeting in Dallas.
May 25-27, 2010 - UTeach Annual Conference in Austin. Information will be provided in early spring. To send a question, e-mail
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
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AP TRAINING AND INCENTIVE PROGRAM GRANTEES
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Alabama
A+ College Ready
Arkansas
Arkansas Advanced Initiative for Math and Science
Connecticut
Project Opening Doors
Kentucky
AdvanceKentucky
Massachusetts
Mass Insight's Massachusetts Math and Science Initiative
Virginia
Virginia Advanced Study Strategies
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Arizona
Northern Arizona University
California
University of California at Berkeley
University of California at Irvine
Colorado
University of Colorado at Boulder
Florida
Florida State University
University of Florida
Kansas
University of Kansas
Kentucky
Western Kentucky University
Louisiana
Louisiana State University
Pennsylvania
Temple University
Texas
University of Houston
University of North Texas
University of Texas at Dallas
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To advance math and science education in the United States by expanding programs with proven results on a national scale in order to have a positive impact on America's 50-million-student public school system.
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AP and Advanced Placement Program are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.
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