Interested in the latest edition of Fordham LIVE?

Click here to register for "Pricing the Common Core: How Much Will Smart Implementation Cost States and Districts?"

While business leaders rue the lack of American workers skilled enough in math and science to meet the needs of an increasingly high-tech economy, the situation may be growing even grimmer. The latest installment of TIMSS showed stagnation in U.S. science achievement, and the 2009 NAEP science assessment found that only 21 percent of American twelfth-graders met the proficiency bar. Yet while the gravity of the problem is clear, the root cause is not. Is our science curriculum lacking? Is it being squeezed out by an emphasis on math and reading? Is there a problem with our pedagogy? Are our teachers ill-prepared? Or are we simply expecting too little of teachers and students alike?

Coinciding with its new review of state science standards, The Thomas B. Fordham Institute will bring together experts with very different perspectives to engage this crucial question: “What’s holding back America’s science performance?”

Register now to join the discussion with UVA psychologist Dan Willingham, NCTQ President Kate Walsh, Fordham’s Kathleen Porter-Magee, Project Lead the Way’s Anne Jones, and Achieve, Inc.'s Stephen Pruitt on February 1 from 4 p.m. to 5:30 p.m. EST.


Dan Willingham

Dan Willingham, professor of psychology, University of Virginia

Kate Walsh

Kate Walsh, president, National Council on Teacher Quality

Kathleen Porter-Magee

Kathleen Porter-Magee, senior director of the High Quality Standards Program, The Thomas B. Fordham Institute

Anne Jones, senior vice president and chief program officer, Project Lead the Way

Stephen Pruitt, vice president for Content, Research, and Development, Achieve, Inc.

Chester E. Finn, Jr., president, The Thomas B. Fordham Institute