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Notes from Washington: Science and Math Education Rush Holt Many of you are familiar with my passion for improving are. They need time for professional development and lesson physics education. And as we sadly know, far too many U.S. preparation. Teachers generally receive far fewer hours of students finish high school without mastering the challeng- professional development than professionals in other fields. ing mathematics and science necessary for success in higher Several members of the Commission are concerned that education. I have written previously of the need for highly schools are competing for teachers of math and science with qualified teachers; those with both a strong disciplinary high-tech industries that pay much higher salaries. Many knowledge as shown by a major in the field taught, and also qualified teachers are being lost to business. a substantial knowledge of education. Richard Ingersoll, sociologist at the University of Geor- In addressing this need, U.S. Secretary of Education Ri- gia, presented a paper for our meeting which specifically chard W. Riley announced the formation of the National points out that math and science teachers are more dissatis- Commission on Mathematics and Science Teaching for the fied with their jobs than other teachers and, as a result, they 21st Century. The Commission is chaired by former U.S. Sena- are more difficult to retain. Understanding why math and tor and anstronau