Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

Exhibit 1 US Public School Enrollment and AP Participation

	Projected 2004^a	Projected 2010^b
Total Grade 9–12 Enrollment Total Grade 11–12 Enrollment	14,700,000	14,600,000 6,500,000
	Actual 2004^c	Projected 2010
Number of High School Jr./Sr. Taking at Least One AP Mathematics or Science Exam	380,000	1,500,000
Percent of Jr./Sr. Taking at Least One AP Mathematics or Science Exam	6.5%	23%
AP Mathematics or Science Teachers Students per AP Teacher	33,000 11.5	100,000 15
^aThe College Board. ^bStatistical Abstract of the United States: 2004-2005. Table 202. ^cThe College Board.

The proposed AP incentive program (APIP) has increased the number of students taking AP exams. To measure AP participation in a school, district, state, or nation, we calculated the number of students taking AP exams per 1,000 juniors and seniors. In 2005, the number of students taking AP exams in all math, science, or English in the Dallas 10 districts was 2.3 times that of the national level (see Exhibit 2).

Exhibit 2 Students Taking AP Math, Science, and English Exams per 1,000² Juniors and Seniors Enrolled

Dallas 10 APIP Schools	245 students
Texas Public Schools	131 students
US Public Schools	105 students

Teachers—AP/IB

The AP and pre-AP programs as proposed would provide professional development for 150,000 teachers now in the classroom to teach rigorous math and science courses in middle and high schools. Of these, 70,000 will

²	“Per 1,000” is calculated on the best enrollment data available at the time.

Table of Contents

Front Matter R1-R26

Executive Summary 1-22

1 A Disturbing Mosaic 23-40

2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? 41-67

3 How Is America Doing Now in Science and Technology? 68-106

4 Method 107-111

5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? 112-135

6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? 136-161

7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? 162-181

8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? 182-203

9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? 204-224

Appendix A Committee and Professional Staff Biographic Information 225-240

Appendix B Statement of Task and Congressional Correspondence 241-248

Appendix C Focus-Group Sessions 249-300

Appendix D Issue Briefs 301-302

K–12 Science, Mathematics, and Technology Education 303-324

Attracting the Most Able US Students to Science and Engineering 325-341

Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics 342-356

Implications of Changes in the Financing of Public Higher Education 357-376

International Students and Researchers in the United States 377-396

Achieving Balance and Adequacy in Federal Science and Technology Funding 397-414

The Productivity of Scientific and Technological Research 415-422

Investing in High-Risk and Breakthrough Research 423-431

Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology 432-443

Understanding Trends in Science and Technology Critical to US Prosperity 444-454

Ensuring That the United States Has the Best Environment for Innovation 455-472

Scientific Communication and Security 473-482

Science and Technology Issues in National and Homeland Security 483-500

Appendix E Estimated Recommendation Cost Tables 501-512

Appendix F K–12 Education Recommendations Supplementary Information 513-516

Appendix G Bibliography 517-536

Index 537-564

Teachers—AP/IB