2008N0312

Introduction[0-11][0-12]

Cg[0-11][0-12]|
[0-11]
Most Americans are not science-literate. One only has to look at the international studies of educational performance to see that U.S. students rank near the bottom in science and mathematics\\hardly what one would expect if the schools were doing their job well. The most recent international mathematics study has reported, for instance, that U.S. students are well below the international level in problem solving, and the latest study of National Assessment of Educational Progress has found that despite some small recent gains, the average performance of 17-year-olds in 1986 remained substantially lower than it had been in 1969.

[0-12]
The United States should be able to do better. It is, after all, a prosperous nation that claims to value public education as the foundation of democracy. And it has deliberately staked its future well-being on its competence\\even leadership\\in science and technology. Surely it is reasonable, therefore, to expect this commitment to show up in the form of a modern, well-supported school system staffed by highly qualified teachers and administrators. And surely the curriculum in such schools should feature science, mathematics, and technology for all students. In fact, however, the situation existing in far too many states and school districts is quite different:
AJÓAPȂ΂ȂȂBǂ݂̂䂪́ÅՂƂČ𑸏dƒfALȍƂłBĉ䂪͉ȊwZpɂ\͂Ɂiɂ̓[_[VbvɁjƂ̏̍KӐ}IɓqĂB]āA̒͂AIŊmłƂՂA\͂tƊǗ҂zuꂽwZVXěŌ邱ƂɊ҂͓̂R̂ƂłBĂ̂悤ȊwZ̃JĹASĂ̐kɑ΂ĊmɉȊwAwAeNmW[ɎႪuȂ΂ȂȂBۂɂ́A܂ɂ̏BAwɂĂ܂قȂ󋵂݂ĂB

commitmentwell-supported傢ƈӖB
Surely₽ƏoĂāAӖIɂ͖{ƂĒʂ肪ǂ̂łB
0|12ȁB
posted by e at 00:03| Comment(0) | TrackBack(0) | SFAA|vWFNg | |
̋Lւ̃Rg
Rg
O: [K{]

[AhX:

z[y[WAhX:

Rg: [K{]

̋Lւ̃gbNobN