Increasing Interest in Math and Science Among Low-Income Middle School Students
By James Elias and Erika Gudmundson
Proposal: To battle declining performance in math and science in middle school, professionals at universities across the nation will develop programs based on their current research to engage students.
There is an achievement gap that exists between middle school and elementary school students in math and science, and this gap is particularly pronounced in the performance of low-income middle school students. The Department of Education reports that as of 2005, 32% of fourth graders performed below the basic level, down from 37% in 1996 and 2000. 68% performed at or above the basic level, an increase since 1996 and 2000 (63% both of those years). 29% performed at or above proficient in 2005, an insignificant change since 1996 or 2000. Only 3% performed at the advanced level, which is unchanged.
Eighth graders do not fare as well. In 2005, 41% of eighth graders performed below the basic level, a figure that has remained virtually unchanged since 1996 and 2000. The number of eighth graders performing at or above the proficient level (29%) has also remained constant since 1996 and 2000.
In 2005, 20% of fourth graders performed below the basic level in math. 80% scored at or above basic and 36% scores at or above proficient. The 2005 scores were not significantly different than scores the last time math performance was measured (2003). Eighth graders’ performance is not as impressive. 31% of eighth graders scored below basic in 2005, 69% scored at or above basic, and 30% scored at or above proficient.
Low-income students do not perform as well as their peers. Only 13% of eighth graders eligible for free/reduced-price lunch scored at or above the proficient level in math (compared to 39% of those not eligible for free/reduced-price lunch). 51% of those eligible for free/reduced-price lunch scored at or above the basic level in math (compared to 79% of those not eligible for free/reduced-price lunch). Free lunches are offered to students whose family incomes are at or below 130% of the poverty level. Reduced-price lunches are offered to those students whose family incomes are between 130% and 185% of the poverty level.
The Howard Hughes Medical Institute (HHMI) provides grants to develop programs that engage students in the sciences. It is “the largest privately funded education initiative of its kind in the United States.” Through 2005, HHMI has awarded $1.5 billion in grants to institutions and individuals.
HHMI’s grants program provides funding for pre-K-12 and undergraduate science education, graduate science education, and medical student research training. HHMI is especially committed to broadening access to science, especially access among people underrepresented in the sciences. In the Washington, D.C. area, HHMI has created and funded a number of programs in public schools, including internships at the National Institute of Health, an equipment loan program, a student research course, and a scholarship program for outstanding science students graduating from Loudoun Country public high schools.
Our proposal would create a volunteer program to attract local graduate students and university professors to the middle school classrooms to demonstrate findings in their current research. The program would be modeled on many of the outreach efforts funded and promoted by HHMI. Professional volunteers would spend a session with middle school students from economically disadvantaged school districts during the school day to present to them a presentation of current scientific and mathematic research developments in a hands-on and engaging format. Presentations would focus on bringing exciting research straight from the source to students who would ordinarily not be exposed to the ideas.
