Average costs of equipping high school science laboratories (estimates based on 28 students) includes laboratory counters, benches, cabinets, fume hoods, desks, etc., but does not include apparatus or instruments In addition to the above figures for initial installation, it is estimated that an annual replacement figure of $1,000 per year for expendables for general science and biology should be added. In addition to the above figures for initial installation, an annual replacement figure of $655 per year for expendables should be added. In addition to the above figures for initial installation, an annual replacement figure of 3,000 per year for expendables should be added. Offerings and Enrollments in SCIENCE and MATHEMATICS in PUBLIC HIGH SCHOOLS by KENNETH E. BROWN, Specialist for Mathematics and ELLSWORTH S. OBOURN, Specialist for Science assisted by Marguerite KluttZ 1956 Facts about Enrollments in Science and Mathematics 1. Between 1954 and 1956 the percentage of 11th grade pupils taking chemistry and 12th grade pupils taking physics increased. 2. The number and percentage of pupils enrolled in college preparatory mathematics increased from 1954 to 1956. 3. Between 1900 and 1956 the percentage of total high school students taking physics declined from 19 to 4.4, but during the same period the number increased from 98,846 to 309,600. 4. In 1956, of all pupils enrolled in the 12th grade of public high schools, 95.2 percent could have taken physics or chemistry. In other words, only 4.8 percent did not have access to such a course. 5. Two-fifths of the high school pupils took plane geometry, a course usually required for college entrance. 6. One hundred thousand high school seniors were in schools offering no advanced high school mathematics. 7. Ninety percent of the 10th grade pupils in the South Atlantic region took biology, but only 64.7 in the Pacific Coast region. 8. The percentage of pupils enrolled in certain mathematics. courses in one region was five times the percentage in another region. 9. Four times as many boys as girls took 12th grade mathematics. 10. The number of schools offering neither physics nor chemistry has declined. Foreword THE CONTINUING SHORTAGE of scientists, engineers, and technicians in the United States has increased the national interest in the potential supply of such manpower. An adequate reservoir of trained scientific personnel can be obtained only as young people are interested at an early age in science and mathematics and take continuing courses in them. The education of a scientist cannot await the student's college years. It must begin at least in high school. It is therefore important to study high school offerings and enrollments in science and mathematics as a key to the Nation's future pool of scientific personnel. Among other questions the following have been asked about high school science and mathematics: 1. To what extent do high schools offer courses essential for pupil development in mathematics and science? 2. Is the number taking mathematics and science adequate to meet the Nation's future demands? 3. To what extent are girls pursuing courses in science and mathematics? 4. What trends are evident in the various science and mathematics course enrollments? 5. What variations are there in science and mathematics courses among different types of high schools? 6. How do enrollments in mathematics courses vary from region to region? 7. Does the size of the classes lend itself to individualized or small group instruction? To seek answers to these and similar questions the Office of Education has made studies of science and mathematics offerings and enrollments. The first study in 1954 and the second in 1956 is incorporated in this statement. Introduction The need for specialized personnel in science and mathematics in the United States has focused attention on the potential supply of workers in these fields and on better methods of developing these workers. Public interest is evidenced by the many articles that appear in the press, the grants that organizations have made to improve mathematics and science education and in other ways. A single organization, The National Science Foundation, supported 96 summer institutes in 1957 and 16 academic year institutes in 1957-58, for science and mathematics teachers. The Phelps-Stokes Foundation sponsored a 5-year project in four southern States for the improvement of science and mathematics instruction. The American Association for the Advancement of Science, Science Service (through its Science Clubs of America, National Science Talent Search, and National Science Fairs), the National Science Teachers Association (together with its Future Scientists of America Foundation), and the National Council of Teachers of Mathematics, have all been especially active in projects for developing our potential scientists. Industry has contributed liberally to the support of summer science and mathematics conferences as well as to other educational projects. These are only a few examples of the present interest in developing our national science potential. |