teach Advanced Placement or International Baccalaureate courses in mathematics and science.³ In addition, 80,000 teachers in grades 6–11 who are now in the classroom will receive training, teachers guides, and assessments instruments, such as those available in the Laying the Foundation program, to prepare them to teach pre-AP mathematics and science courses that lead up to AP or IB courses. The proposed professional development program for AP/IB teachers is 7 days a year for 4 years; for Laying the Foundation teachers it is 8 days a year for 4 years.

Assuming 10% attrition among the current 33,000 AP mathematics and science teachers and by training an additional 70,000 teachers, public high schools would have an estimated 100,000 mathematics and science teachers capable of teaching AP or IB courses in place by 2010. This number is based on a realistic goal with the capacity to provide quality professional training for teachers on a large scale. As they become more productive and confident as teachers, they will recruit more students into demanding mathematics and science courses. We then realistically can expect steady increases in the numbers of junior and senior students who will take AP/IB mathematics and science exams to 1.5 million students by 2010, with increases well beyond 2010.

This proposal will provide pre-AP math and science training in content and pedagogy for 80,000 teachers who are currently in grades 6–11 classrooms. The 4-year training program includes 8 days of training each year for 4 years and the classroom materials (vertically aligned curriculum, lesson plans, laboratory exercises, and diagnostics) needed to teach the more demanding math and science courses. By 2010, these teachers will help an estimated 5 million students each year develop critical thinking and problem-solving skills in order to enlarge the AP pipeline in math and science. This represents an estimated 20% of US students who will be enrolled in grades 6–11 in 2010 (see Exhibit 3).