Release date: March 5, 2007
This report follows on the work of the 2002 Critical Path Analysis of California's Science and Technology Education System. It provides an overall analysis of the preparation, retention, and professional development of science and mathematics teachers in California. The project was conducted in collaboration with the Center for the Future of Teaching and Learning; major funding was provided by the Stuart Foundation, with additional support provided by Cal Poly, Pomona; Cal Poly, San Luis Obispo; CSU Fresno; CSU Fullerton; CSU Los Angeles; and CSU Northridge.
The report reveals that more than ten percent of all math and science teachers are underprepared, meaning they lack the training and experience necessary for a teaching credential in the subject they teach. More than one third of novice teachers (those in their first or second year) teaching math or science are underprepared. At the current rate of teacher preparation, California will fall short by 30 percent of the fully prepared math and science teachers needed by California schools. Citing recent data projecting significant declines in personal income and a low rate of STEM degrees produced in California, the report concludes that strengthening the teaching of mathematics and science is critical if California is to maintain its competitive edge and economic growth.