2. “ An education system that institutionalizes achievement gaps in learning and applying science cripples our ability to compete on the world economy” Lawrence King, DEBLAR & Associates
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11. What can you Do? Give us a call to discuss your needs and interests at 770.319-8189 P.O. Box 723214 Atlanta, Georgia 31139 www.deblarassoc.com
Editor's Notes
My premise is, we need to transition from “left behind”, to moving ahead in our visioning of the potential for science education. Our currents state of the matter is: Educators have accepted it Parents have tolerated it Students have believed it The “it” is the achievement gap in science achievement
"The rest of the world is catching up," said John E. Jankowski, a senior analyst at the National Science Foundation, the federal agency that tracks science trends. "Science excellence is no longer the domain of just the U.S." One area of international competition involves patents. Americans still win large numbers of them, but the percentage is falling as foreigners, especially Asians, have become more active and in some fields have seized the innovation lead. The United States' share of its own industrial patents has fallen steadily over the decades and now stands at 52 percent. Shirley Ann Jackson, president of the American Association for the Advancement of Science, told the recent forum audience that the declining interest of young Americans in science careers and the aging of the technical work force, taken together, present a perilous combination of developments. "Who," she asked, "will do the science of this millennium?"
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America cannot expect to compete on the world stage if we continue to move under prepared and under-trained persons into our workforce. Minority students represent a rich un-tapped reservoir technical talent. Parental involvement is important, but the pipeline can only be increased when parents, school systems, and the business community work in partnership to improve science education delivery.
