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

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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007)
Committee on Science, Engineering, and Public Policy (COSEPUP)

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. "Appendix F K–12 Education Recommendations Supplementary Information." Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007.

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

Exhibit 3 K–12 Students, Teachers, and Salaries^a

	# Students	# Teachers	Average Salary	# Science and Math Teachers
K–5 6–8	29,627,634	1,781,900	$46,408	350,702^b (191K in science, 160K in mathematics)
9–12	18,504,864	1,264,723	$47,120
High School Grads (2003-2004)	2,771,781
Total (Fall 2003)	48,132,518	3,046,623	$46,752	(1,700,000)^c
^aUnless otherwise noted, figures, excerpts, and charts are for the 2003-2004 school year, as reported by National Education Association. Rankings and Estimates. Atlanta, GA: NEA Research, 2005. Available at: http://www.nea.org/edstats/images/05rankings.pdf. ^bFor the 1999-2000 school year. ^cFrom Glenn Commission report, 2000. Includes ALL primary school teachers, as well as specialty teachers in middle and upper grades. NOTE: In 2003, there were 15,397 US school districts, and the average amount spent per K– 12 student from all revenue sources was $8,248.

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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)