Math, Science, and Technology in RI Schools

Conclusions

The data, issues, and challenges summarized here call for a response from the Rhode Island business community, and particularly firms who invest heavily in technology. The following menu of suggestions is intended to provoke discussion and lead to the adoption of specific actions to improve the current situation. IT Summit Participants are encouraged to use this list as a springboard to frame yet better and fuller ideas.

1.    Improve mathematics and science in RI schools:

• publicly endorse the state’s content and performance standards

• communicate clearly defined job expectations that signal the importance of mathematics attainment at least through Algebra II and science knowledge that includes physics

• advocate for earmarking state and local resources to improve mathematics and science offerings and the elimination of lower-level, non-challenging courses in these subjects

• provide externship experiences for teachers that allow them to see how mathematics, science, and engineering concepts and principles are used in real world contexts

• provide mentoring opportunities for students with possible interests in science, mathematics, and technology careers – including working with students preparing projects for Designer Math, Robotics, and RI Science and Engineering Fair competitions

2.    Strengthen the role and reach of technology in schools:

• provide insights and expertise to the creation of a new state plan for technology in schools. Advocate for its adoption by the Governor and the General Assembly as part of a concerted state plan to substantively address these arenas as part of an economic development strategy

• volunteer technical services to schools coordinated through RI Tech Corps and help schools acquire hardware

• diversify technology course offerings and expand the locations of the Technology Career Academies

• design an effective campaign that communicates to schools, parents, and communities that businesses in RI require applicants to be technologically proficient before applying for jobs and define these proficiencies operationally so there can be no mistake about what “new workforce basics” are required

• strengthen programs in the Area Career and Technical Centers and vocational/technical education in comprehensive high schools targeted to specific career fields in technology and provide on-going business endorsement of specific programs using clearly defined and evolving standards for such business endorsement

• help teachers get the training they need to effectively teach technology skills to students at all grade levels