Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
High School-Level STEM Initiatives
This database includes information on:

1. State recruitment efforts for STEM teachers: Thirty-eight states provide some form of financial incentives to recruit teachers in the STEM fields.

Why does it matter?
  • Recruiting highly-qualified secondary teachers in the STEM subjects has proven difficult in many states.
  • Many mathematics or science teachers can earn more in the private sector.
  • Loan-forgiveness, scholarships or differential pay have the potential to recruit more of these highly-qualified teachers to their classrooms.

  • 2. Targeted professional development for STEM teachers: Twenty-three states have established policies that provide for targeted professional development for high school teachers in the STEM subjects. ( indicates when specific to mentoring and content area development involving working in labs and/or partnerships with high-tech companies.)

    Why does it matter?
  • Too many high school students are receiving instruction from teachers underprepared in mathematics and science.
  • Targeted professional development opportunities allow STEM teachers to network and share effective means for improving achievement in the STEM subjects.
  • Hands-on professional development can help reinforce and deepen content knowledge.

  • 3. State support for pre-AP alignment programs: Policies in 13 states provide for the support of pre-AP programs.

    Why does it matter?
  • Students who have worked their way through quality pre-AP programs are more likely to succeed once they reach high school and enroll in AP courses.
  • Teachers who have been provided with preparation in teaching pre-AP programs are more likely to provide an effective teaching environment for their students.
  • Proper alignment among the different levels of education helps ensure that students' expectations are realistic and their preparation adequate.
  • Districts - especially those with high concentrations of low-income students - may not have the resources necessary to implement quality pre-AP programs.
    • 4. States that require or make available end-of-course exams in STEM disciplines: Twenty-five states currently administer end-of-course exams in one or more STEM subjects, or are planning to do so.

      Subjects Tested:
    • Algebra I: 18 states
    • Biology: 18 states
    • Algebra II: 16 states
    • Geometry: 12 states

    • Why does it matter?
    • Calling a course "Biology" or "Algebra I" does not ensure a common level of content from one classroom to the next.
    • Implementing statewide end-of-course assessments serves as a means of consistently evaluating the rigor of content in high school courses across a state.

    • 5. State support for STEM mentoring and real work internship programs for students: Eight states have established policies that provide state support for real-life mentoring or internships to high school students in the STEM fields.
    • A pilot program in Connecticut provides grants to establish self-perpetuating programs offering high school students job-shadowing and internships in science, mathematics or technology intensive businesses.
    • Kentucky's Science and Technology Council is responsible for enhancing high school students' interest in STEM subjects through industry internships, mentorships and career exploration.
    • Florida's career academies - which include schools focused on STEM and information technology - must include partnerships that provide for internships and externships.
    • Washington's director for mathematics, science and technology is responsible for creating and promoting student internships and apprenticeships.

    • Why does it matter?
    • Providing state support for students to engage in real-life mentoring and intern programs gives them the valuable opportunity to see and understand what careers in STEM fields really look like.
    • Internship and mentoring programs can foster student interest in STEM fields, and provide them with valuable hands-on experience.
    • Students are exposed to STEM-related opportunities within their community, showing them that opportunities exist nearby, possibly combating "brain drain."

      • 6. State-level dual enrollment/early college/middle college programs focused on STEM: Six states specifically target some form of dual enrollment policies at one or more of the STEM subjects. 

        Why does it matter?
        Providing motivated students with the opportunity to take mathematics or science classes that earn them postsecondary credit can:
      • Keep these students engaged.
      • Provide them with a window into the demands of postsecondary education.
      • Save them - and their parents - money and time by providing them with the opportunity to earn postsecondary credit while still in high school.

      • 7. State support for afterschool/ELO programs in STEM such as robotics, science Olympiad, INTEL, that focus on supporting student interest in STEM: Policies in 12 states provide support for afterschool/ELO programs in STEM subjects.

        These policies are diverse in their scope and aim, for example:
      • Two states - Alabama and Arizona - provide funds to students representing the state in academic competitions.
      • Nevada and Utah have provided direct support support to STEM-related programs, such as the Intel International Science and Engineering Fair and Science Olympiads.
      • Colorado has established a pilot program supporting after-school activities and competitions within the state.
      • Multiple programs in Texas create an engineering summer program, a state science and engineering fair, and a cooperative program with the Johnson Space Center.

      • Why does it matter?
      • Hands-on experiences are an effective means for students to learn science.
      • Competitions can increase student interest in mathematics and science.
      • Providing financial support to students representing a state nationally encourages students who otherwise might not have been able to afford it.

        • 8. State offers college readiness assessments in mathematics and/or science: Twenty-two states provide students with college-readiness assessments - including the SAT, ACT or state-developed college-readiness assessments - in mathematics and/or science.

          Why does it matter?

        • Offering high school students the opportunity - or requiring them - to take assessments with college-readiness indicators identifies areas of academic deficiency prior to postsecondary enrollment.
        • Addressing skills deficiencies in high school can save students time and money that might otherwise be spent on costly remedial classes at a postsecondary institution.

        • 9. State has adopted rigorous graduation requirements in mathematics and/or science for all students: Eighteen states currently have, or are phasing in, rigorous graduation requirements in either mathematics or science.
        • Currently one state - Texas - requires all students to complete at least three units of mathematics, including Algebra II. An additional 13 states will have rigorous mathematics graduation requirements by 2015.
        • Four states - Georgia, Tennessee, Virginia and West Virginia - currently require all students to complete three units of laboratory science. An additional eight states will phase in this requirement by 2014.
        • When these graduation requirements are fully phased in by the class of 2015, eight states will have rigorous graduation requirements in mathematics and science for all students.

        • Why does it matter?

          Research has found that if increased success after high school is the goal of increasing graduation requirements, it is most effective to require specific courses, rather than simply requiring more mathematics and science courses.

          Based on research by ACT and Clifford Adelman's 1999 Answers in the Toolbox report and the 2006 follow-up The Toolbox Revisited, ECS considers the following to be rigorous minimum graduation requirements for mathematics and science:
        • Three credits of laboratory science.
        • Three mathematics credits with the highest course completed Algebra II.

        • 10. State programs targeted at STEM achievement among female, low-income and minority Students: Twelve states have established policies that are targeted towards female, low-income or minority students.

          Why does it matter?
        • Members of certain ethnic minority groups and women have been historically underrepresented among those who earn STEM degrees and go on to careers in the STEM fields.
        • The nation is becoming ever more ethnically diverse; large increases are expected in the proportion of the population from the very groups that are historically underrepresented.
        • Quality classes in the STEM subjects can be expensive, and districts with high concentrations of low-income students may have difficulty providing these opportunities without state aid.
        • Programs targeted towards these students in high school (or earlier) have the potential to open up the possibility of careers in STEM fields and change the educational and occupational trajectories of participants.
          • Underscoring the importance of STEM education for the nation's minorities, recent research from Public Agenda finds that minority children are more likely to:
          • View mathematics and science skills as absolutely essential for future success.
          • Believe it is a serious problem that students are not being taught enough mathematics or science.
          • Support increasing mathematics/science education to improve high school education.
          • Methodology: This information was collected from state statutes, rules and regulations, and state education agency Web sites, and will be updated as new policies and programs are enacted.

            Last update: June 2008

            This database was compiled by Kyle Zinth, policy analyst, ECS Information Clearinghouse. For questions, additions or corrections: 303.299.3673 or kzinth@ecs.org

            Alabama
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, mathematics, science and computer education are included in the state's list of critical needs areas. All full-time regularly certified teachers are eligible for participation in a tuition-reimbursement program. Teachers may be reimbursed for tuition paid for graduate or undergraduate level courses at approved higher education programs in the state leading to a new area of certification. Teachers are required to teach two years in new certification area for each academic year they receive tuition reimbursement.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, Alabama Math, Science and Technology Initiative (AMSTI) provides: (1) professional development, (2) equipment and materials and (3) on-site support. Schools become official AMSTI Schools by sending all of their math and science teachers and administrators to two-week summer institutes for two summers where teachers receive grade and subject specific professional development.

            Alabama Science in Motion (ASIM) program serves as the high school science component of AMSTI. It provides high school teachers with research-grade equipment, inquiry-based discipline training and classroom support needed to run effective science laboratory programs. High school mathematics teachers are served by their local AMSTI site.

            In 2007 the state announced plans to expand the program.
            State support for pre-AP alignment programs Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income and high minority schools. The NGA strategy includes preparing students in the middle grades for AP rigor. "The state has identified one urban district, one rural district, and six of their high schools to participate in this effort to expand AP participation. ... will choose an external evaluation firm to assess the progress of the pilot districts and schools and integrate AP expansion into the Alabama High School Redesign Strategic Plan."
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, the Math, Science, and Debate Competition Program is sponsored by the department of education to provide financial assistance to 9th-12th grade public and private school math, science and debate teams and individuals representing the state at national competitions. Contingent upon appropriation, provides $75 per day per person for food and lodging.
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics starting with class of 2013.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: ALA. CODE § 16-6A-10, ALA. CODE § 16-A-15
            Professional Development: AMSTI Web site
            Pre-AP: NGA Web site
            Dual Enrollment/Early College/Middle College: ALA. ADMIN. CODE § r. 290-3-1-.02(10)
            Support for after-school/ELO programs in STEM: State department of education, Math, Science, Debate Competition Program Application for Funding, accessed 6/1/2007
            Rigorous Graduation Requirements: ALA. ADMIN. CODE § r. 290-3-1-.02

             

            Alaska
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources

            Arizona
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, created by 2007 legislation, the mathematics, science and special education teacher student loan program will offer loans to defray in-state tuition, instructional materials and mandatory fees for students who are pursuing a teaching degree. Loans may be taken out for five years, and are forgiven on a one year of loan basis for one year of service in a public school teaching mathematics or science.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, academic contest funds provide funds to students and chaperones who accompany students who represent that state at national competitions. Competitions must be sponsored by a recognized national organization and be academic in nature. Districts submit applications to the superintendent for student and chaperone expenses. (Charter and private schools are not eligible.) Student participation must be the result of successfully competing at the local or state level of that contest. In 2006, funds in the amount of $50,000 were equally divided on a per student basis of $104.82 and in 2007 at $105.26.

            Although not focused exclusively on STEM subjects, districts received funds in the 2007-08 school year for students competing in FIRST Robotics, and in past years has gone to students competing in BioGENEius and the Science Olympiad National.
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics starting with class of 2013.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: 2007 H.B. 2791, Math, Science, and Special Education Teacher Loan Forgiveness Program Application Packet, accessed 10/2/2007
            Support for after-school/ELO programs in STEM: ARIZ. REV. STAT. § 15-1241, ARIZ. ADMIN CODE R7-2-313, state department Web site, accessed 6/24/2007
            Rigorous Graduation Requirements: ARIZ. ADMIN. CODE R7-2-302.4

            Arkansas
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, as a part of the academic challenge scholarship program, the state operates several programs designed to recruit teachers in critical needs areas. As of 2007-08, secondary mathematics and science are on the critical needs list.

            Minority Teacher Scholars Program
            Loan forgiveness program designed to encourage minorities to become secondary mathematics and science teachers. (Also pertains to other subjects and areas of geographic need.) Loans are fully forgiven after five years of teaching in a public school. Eligible recipients must have completed 60 semester credit hours at time of application, have been admitted to a teacher certification program and intend to teach in a public school in the state.

            State Teacher Assistance Resource (STAR) Program
            STAR Program is designed to provide forgivable loans to students who are pursuing a course of study leading to teacher licensure in designated subject and or geographic critical shortage areas in the state. Students may receive the forgivable loan for up to two years if in a four-year program or three years if in a five-year program or until they have completed the requirements for licensure.

            Recipients receive $3,000 per year by committing to teach a critical needs subject, or $6,000 per year by committing to teach a critical needs subject in a public school located in a geographical area of the state designated as having a critical shortage of teachers. One year of the loan is forgiven for each consecutive year the recipient teaches full time in an public school in a designated subject and/or geographical critical shortage area.

            Teacher Opportunity Program (TOP)
            TOP is a dual certification incentive program designed to provide loans to teachers who are returning to college to receive an additional certification in a subject matter declared to be a shortage area. The loans include funding for the cost of tuition, mandatory fees and books to a maximum of $3,000 during any one academic year. The school district is responsible for one-third of the loan, while the department of higher education being responsible for two-thirds of the loan.

            Science, Technology, Engineering and Math Fund
            2007 legislation created the state's science, technology, engineering and math fund for the purpose of retaining, recruiting and attracting competent teachers by providing industry-competitive income to certified, qualified teachers who teach STEM subjects.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, education service cooperatives are authorized to establish mathematics and science centers and to employ a mathematics and science coordinator who has demonstrated expertise in mathematics and science content, in pedagogy and in staff development.

            The duties of the mathematics and science coordinator at the mathematics and science resource center include:
          • Providing staff development for and individual technical assistance to personnel of member schools
          • Assisting in the selection of mathematics and science curricula, with instruction and with assessment of needs and resources
          • Enhancing curricula and instruction using technology
          • Providing information for curriculum alignment with mathematics and science standards and state frameworks
          • Developing and coordinating a mathematics and science resource center
          • Assisting with the development of requests for proposals for teacher enhancement in mathematics and science.

          • There are currently12 mathematics and science centers throughout the state.
            State support for pre-AP alignment programs Yes, all districts must offer pre-AP courses by the 2008-09 school year. Pre-AP courses must be aligned with required high school AP offerings in four core subject areas that include mathematics and science.
            State requires or makes available end-of-course exams in STEM disciplines Yes, Algebra I and Geometry. Biology I beginning 2007-08 school year. Additionally, the state will begin administering an Algebra II end-of-course assessment in Spring of 2008.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, the department of education offers EXPLORE and PLAN to districts at no charge. All students in participating districts must take EXPLORE in grade 8 and PLAN in grade 10.
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics and science starting with class of 2010.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment:  ARK. CODE ANN. § 6-82-1010, ARK. CODE ANN. § 6-82-1009, 2007 H.B. 2414, Arkansas department of higher education Web site, accessed 6/19/2008, Teach Arkansas Web site, accessed 5/4/2007
            Professional Development: ARK. CODE ANN. § 6-13-1025, Department of education Web site, accessed 5/3/2007
            Pre-AP: ARK. CODE ANN. § 6-16-1204, 6-16-1206; Arkansas Department of Education Rules for Advanced Placement and International Baccalaureate Diploma Incentive Program and Rules Governing Advanced Placement Courses in the Four Core Areas in Arkansas High Schools;
            End-of-course: ARK. CODE ANN. § 6-15-2009, ARK. REG. 005-19-006-6.03; American Diploma Project press release
            Dual Enrollment/Early College/Middle College: 2007 H.B. 1730
            Rigorous Graduation Requirements: CODE ARK. R. 005 22 006,
            CODE ARK. R. 005 15 013, CODE ARK. R. 005 19 007, ARK. CODE ANN. § 6-17-137
            College Readiness:
            Arkansas Department of Education Web site; NGA Web site, accessed 5/4/2007


            California
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, Assumption Program of Loans for Education is a competitive teacher incentive program designed to encourage outstanding students, district interns and out-of-state teachers to become teachers in subject areas where a critical teacher shortage has been identified. Subject areas identified with a critical teacher shortage include 7th-12th grade mathematics and life/physical science. In order to be eligible for loan reimbursement, prospective teachers must agree to teach in a public school for four years.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, multiple provisions.

            Subject Matter Projects
            Both science and mathematics are included in the state's university-based subject matter projects. Subject matter projects are designed to create opportunities for researchers, higher education faculty and elementary and secondary school faculty to work together to:
          • Identify exemplary teaching practices
          • Examine and develop research on learning, knowledge and educational materials
          • Provide support to teachers to develop and enhance the content knowledge and pedagogical skills necessary to implement state academic standards

          • The California Science Project consists of 18 regional sites. Although they have much in common, each site is staffed by individuals with unique science and teaching backgrounds. Each site has designed and developed programs to meet local educational needs.

            The California Mathematics Project consists of 19 regional sites located at college and university campuses throughout the state. Each site designs programs that meet the unique needs of schools and teachers in their region. Programs may include: intensive institute models, teacher leadership institutes, year-round workshops targeted on a specific mathematical topic, formal partnerships with schools and/or districts and programs aimed at specific school constituencies.

            High School Mathematics Professional Development Institutes
            High School Mathematics Professional Development Institutes are to provide instruction in the teaching of mathematics in a manner consistent with the standard for a comprehensive research-based math instruction program. Institutes must provide instruction in topics commonly found in high school math courses, including, but not limited to, geometry, Algebra II, trigonometry and calculus, that will enhance the ability of teachers to prepare students for state mathematics assessments, the state exit exam and AP and college coursework.

            Mathematics and Reading Professional Development
            Reimbursement program administered by the state superintendent that provides funding to local education agencies (LEAs) for teacher professional development in mathematics and reading/language arts. In order to be eligible for funding, LEAs must agree to provide 120 hours of training to participating teachers, which must consist of 40 hours of intensive professional development and 80 hours of follow-up training.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines Yes, the state department of education partners with the state community colleges to support the Early College High School Initiative of the Foundation for California Community Colleges. Currently two early college high schools focus on technology.
            State offers college readiness assessments in math and/or science Yes, the voluntary Early Assessment Program (EAP) gives 11th graders the opportunity to take augmented versions of the mandatory California Standards Tests in Algebra II, and Summative High School Math. The EAPs are aligned with California State University's placement tests, and indicate whether a student is ready for college-level coursework or should seek remediation or additional coursework in grade 12.

            In addition, the California Mathematics Diagnostic Testing Program offers assessment materials and diagnostic services to secondary level math teachers upon request. A number of tests are available through the program.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, the Mathematics, Engineering, Science Achievement (MESA) program is designed to enable educationally disadvantaged students to prepare for and graduate from a four- year college or university with a mathematics-based degree. To the extend possible by state law, MESA emphasizes participation by students from groups with low eligibility rates for four-year institutions. MESA partners include the University of California, the California State University, California Community Colleges, independent colleges and universities, the department of education, community-based education centers, school districts and individual schools. (Program initially existed in legislation, although that legislation has since been repealed.)
            Sources Recruitment: CAL. EDUC. CODE § 69612 - CAL. EDUC. CODE § 69616, state department of education Web site, accessed 5/31/2007
            Professional Development:
            CAL. EDUC. CODE § 99200 - CAL. EDUC. CODE § 99206, CAL. EDUC. CODE
            §  52955 - CAL. EDUC. CODE §  52965, California Science Project Web site, accessed 5/30/2007, California Mathematics Project Web site, accessed 5/30/2007, CAL. EDUC. CODE § 99222, CAL. EDUC. CODE § 99230 - CAL. EDUC. CODE § 99242, department of education Web site, accessed 5/31/2007, department of education Web site, accessed 5/31/2007
            Dual Enrollment/Early College/Middle College: CAL. EDUC. CODE § 11301, Foundation for California Community Colleges Web site, accessed 8/3/2007, Early College High Schools Open as of Fall 2006
            College Readiness: CAL. EDUC. CODE § 60640; California Department of Education Early Assessment Program Web site; Mathematics Diagnostic Testing Project Web site
            Low-Income/Minority: California MESA Web site, accessed 6/4/2007, CAL. EDUC. CODE § 8618 (Legislation has been repealed.)


            Colorado
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Teacher Loan Forgiveness Program
            Provides qualified secondary mathematics and science teachers up to $2,000 a year toward loan repayment for up to four years. Qualified recipients must graduate from an approved program of preparation and meet state licensure requirements.

            Teach Colorado Grant
            Created by 2008 legislation, the program encourages institutions of higher education to create scholarships for students in approved teacher preparation programs who excel in high-need content areas and who demonstrate an interest in or commitment to teaching as a career. Areas of high need will be determined annually, and may include - but are not limited to - mathematics and science. Institutions may apply for grants to provide for scholarships.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, the teacher development grant program provides funds to schools for research-based activities that have been proven effective in improving teachers' skills, especially in teaching reading, mathematics and science. When applying for funds, recipient schools must specify goals for a measurable increase in student learning in these subjects, and report on results.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, 2007 legislation creates the science, technology, engineering, and mathematics (STEM) after-school education pilot grant program. Eligible programs are after-school educational activities and competitions focused on STEM that operate at least weekly during the school year in a public school. Nonprofit corporations may apply for funds to defray administrative and personnel costs associated with coordinating the program.
            State offers college readiness assessments in math and/or science Yes, ACT required for all 11th graders.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, 2007 legislation creates the science, technology, engineering, and mathematics (STEM) after-school education pilot grant program. Eligible programs are after-school educational activities and competitions focused on STEM that operate at least weekly during the school year in a public school. Nonprofit corporations may apply to be providers and receive funds to defray administrative and personnel costs associated with coordinating the program.

            Fifty percent of students in approved programs must be members of gender and racial groups underrepresented in STEM fields.
            Sources Recruitment: COLO. REV. STAT. § 23-3.9-101 - 23-3.9-103, CollegeInvest Web site, accessed 8/15/2007, 2008 S.B. 133
            Professional Development: COLO. REV. STAT. § 22-7-701, 22-7-708
            College Readiness: COLO. REV. STAT. § 22-7-409
            Support for after-school/ELO programs in STEM: 2007 H.B. 1243
            Low-Income/Minority: 2007 H.B. 1243

            Connecticut
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Minority Teacher Incentive Program
            A privately funded component of the Minority Teacher Incentive Program - the Weisman Scholarship - is targeted to minority students interested in becoming secondary math or science teachers. The program provides grants of $5,000 each year for two years of study. Upon program completion, participants are eligible for loan reimbursement stipends of up to $2,500 per year for four years if they teach in a public secondary school in the state.

            Returning Retired Teachers
            Retired teachers may be re-employed in a designated subject shortage area and continue to receive pension income for a period of one school year. With prior approval by the teachers’ retirement board, such re-employment may be extended for an additional school year. For the 2007-08 school year, technology education and secondary mathematics and science are listed as areas of shortage.

            Mortgage Assistance
            The state housing finance authority operates a mortgage assistance program that offers low interest rate mortgages to certified teachers who teach in a subject area identified by the commissioner of education as an area of shortage. For the 2007-08 school year, technology education and secondary mathematics and science are listed as areas of shortage.

            International Teacher Permits
            2007 legislation directs the state board, upon the request of a local or regional board of education, to issue an international teacher permit in a subject shortage area. Permits will be issued for one year and may be renewed for a period of up to one year, although the permit may not be renewed more than twice in the two years subsequent to the initial issuance. Teachers must meet eligibility requirements pertaining to visa status, education and home-country accreditation. For the 2007-08 school year, technology education and secondary mathematics and science are listed as areas of shortage.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students Yes, 2006 legislation directed the the department of education to establish a "Generation Next" pilot program to provide industry-based job shadowing and internship experiences to high school students and externship experiences to teachers in the public schools. Authorizes the commissioner of education to award grants to local and regional boards of education, regional vocational-technical schools or business associations - in partnership with such boards of education or schools - for demonstration projects. Grants served as seed-money for programs, and all applicants must include in their applications an explanation on how the program will sustain itself following initial grant funds.

            Grants must be used for developing and implementing a coordinated high school level teacher externship and student job shadowing and internship program with science or mathematics or with technology intensive businesses in the state.
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines Yes, 2006 legislation expanded High School Partnership Programs at Connecticut’s 12 community colleges for junior and senior high school students interested in improving their skills in math, science and technology as preparation for continued college-level study and careers that demand rigorous preparation in math and science.

            The initiative allocates special funding to each of the 12 colleges to pay for tuition and fees for high school students who enroll in math, science, and technology courses while in high school through the partnership program.

            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: CONN. GEN. STAT. § 10-8b, CONN. GEN. STAT. § 8-265pp, Teacher Shortage Areas, 2007-08 School Year, Connecticut department of education, April 2007, CONN. GEN. STAT. § 10a-163, 2007-08 Subject Shortage Area Re-Employment, state of Connecticut teachers' retirement board Web site, accessed 8/24/2007, 2007 S.B. 1287,  CONN. GEN. STAT. § 10a-168a, Go to the Head of the Class…with a Minority Teacher Incentive Grantor a Weisman Scholarship, Connecticut Department of Higher Education, accessed 8/27/2007
            Student Mentoring/Internships: CONN. GEN. STAT. § 10-21g, "Generation Next" request for proposal, accessed 8/27/2007
            Dual Enrollment/Early College/Middle College: Connecticut Board of Trustees of Community-Technical Colleges Policy Manual, Section 5.1.4, Connecticut Community Colleges press release, accessed 8/27/2007, Mary Ann Cox, Connecticut Community Colleges

            Delaware
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions to recruit teachers for critical needs subjects, which include science, mathematics and technology education.

            Student Loan Program
            Eligible candidates must be admitted to an accredited institution of higher learning in a program that will result in training and certification in Delaware as a teacher in a critical curricular area. Loans are forgiven on the basis of two years of teaching for each year of college training. Loans are interest free to recipients who meet the teaching obligation.

            Teacher Scholarship Loan Program
            Provides teachers with loans to help them obtain certification in a critical curriculum area by attending an institution of higher education on a full-time basis. Candidates must have taught in a Delaware public school for at least one year. Loans are forgiven at a rate of one third of the loan for each of three years of teaching in a public school. Loans may be used for tuition, books and supplies, and are interest free to teachers who meet the teaching obligation. A teacher who is granted a loan will also be paid during the year of study one year's salary and benefits.

            Program for Persons Lacking Teaching Certification
            Provides individuals with graduate or undergraduate degrees - but lack teaching certification - in critical curricular areas reimbursement for tuition for any necessary training to obtain certification.

            Summer Inservice Program
            Designed to meet certification requirements in the critical areas of teacher shortage. Program is offered during a six-week period in the summer. Participants register for a minimum of six semester hours of graduate/undergraduate credit in a specifically designed program focused on building skills and knowledge in the critical curricular areas.

            Eligible candidates must be employed as a public secondary school teacher and not be currently certified in the critical curricular area. Participants receive full support for tuition, textbooks and laboratory fees.

            Academic Year Program
            An ongoing program specifically designed to meet certification requirements in the critical areas of teacher shortage. A part-time program offered during the regular school year. Participants will register for a maximum of three semester hours of graduate/undergraduate college courses per semester.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, certified teachers may participate in professional development clusters, approved professional development activities that lead to measurable and observable knowledge and skills. Clusters are offered by a range of entities, including the University of Delaware, the Delaware Science Coalition and individual districts. Individual cluster structure and requirements vary.

            Teachers completing a professional development cluster are eligible for a salary supplement of two to four percent - the amount varies depending on completed cluster - based on the statewide salary schedule. Teachers are typically not responsible for fees, although some clusters may require teachers to cover certain fees.

            Clusters focused at the high school level include:
            Mathematics:
          • Proportional Reasoning in Math and Science.
          • Real World Mathematics.
          • Secondary Math.
          • Technology and Mathematics.

          • Science:
          • Chemical Biology.
          • EPSCoR Bioscience/Biotechnology.
          • Foundations of Chemistry.
          • High School Science Probe Workshop.
          • Nature and Science of Evolution.
          • Transmission and Expression of Genetic Material.
          • State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics and science starting with class of 2011.
            State programs targeted at STEM achievement among female, low-income and minority students Yes, the Engineering and Applied Science Recruitment fund is designed to support recruitment of women and underrepresented minorities into engineering and applied science programs at state institutions of higher education.

            To be eligible for funds, programs must:
          • Encourage parental involvement.
          • Coordinate with public schools and postsecondary institutions.
          • Involve participants beginning in 7th grade.

          • Currently, the state commission on higher education provides funds to two programs, Forum for the Advancement of Minority Engineers (FAME) and Minority, Engineering, Regional, Incentive, Training (MERIT).

            FAME serves 7th-12th grade students in New Castle and Kent Counties. FAME is a pre-college engineering program that prepares and motivates minority students to enter and complete a baccalaureate of science program in engineering, math and science. Since its inception, over 400 students have graduated from the program with 70% entering colleges to pursue technical careers.

            MERIT focuses on academics, particularly science, engineering and college preparation. Students are nominated for participation by their school guidance counselors as early as 6th grade, and through MERIT are provided with assistance and guidance in gaining financial support for postsecondary studies. MERIT consists of:
          • A science club which meets ever other Saturday morning during the school year.
          • A three-week summer enrichment program of intensive preparation in mathematics, computer and communications skills.
          • An engineering-related field trip.
          • A mandatory residential campus experience for older students.
          • Family social gatherings.

          • Sources Recruitment: DEL. CODE ANN. TIT. 14 § 1101 - DEL. CODE ANN. TIT. 14 § 1108, DEL. ADMIN. CODE 14.240, state department of education
            Professional Development: DEL. CODE ANN. TIT. 14 § 1305(k), DEL. ADMIN. CODE 14.1501, Approved Professional Development Clusters, Delaware Professional Standards Board, accessed 8/29/2007
            Rigorous Graduation Requirements: DEL. CODE ANN. tit. 14, § 152, DEL. ADMIN. CODE 14.100.101.6.0
            Low-Income/Minority: DEL. CODE. ANN. § 3464, FAME Delaware Web site, accessed 9/4/2007, MERIT director John Hollis, 302.222.0173

            District of Columbia
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, District is developing end-of-course exams in Algebra I, geometry, biology and physics (or chemistry).
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: TeachDC Web site, accessed 8/30/2007
            End-of-course: District of Columbia Public Schools Master Education Plan, February 2006; D.C. MUN. REGS. TIT. 5, SEC. 2202

            Florida
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, several provisions address recruitment of teachers in critical teacher shortage areas, which include high school mathematics and science.

            Florida Critical Teacher Shortage Forgivable Loan Program
            Provides undergraduate and graduate forgivable loans to eligible students entering programs of study that lead to a teaching degree in a critical teacher shortage area. In addition to maintaining specified grade point averages, to be eligible for a program loan a candidate must:

          • Be a full-time student at the upper-division undergraduate or graduate level in an approved teacher training program leading to certification in a critical teacher shortage subject area.
          • Have declared an intent to teach in a critical teacher shortage area.

          • Undergraduate loans may be awarded for two years, not to exceed $4,000 per year, or for a maximum of three years for programs requiring a fifth year of instruction to obtain initial teaching certification. Graduate loans may be awarded for two graduate years, not to exceed $8,000 per year. Loans are forgiven at a maximum of $4,000 for each year of eligible teaching service. A maximum of $8,000 may be forgiven for eligible teaching service at specified high-needs schools. Any loan recipient who fails to teach in a public school in the state is responsible for repaying the loan plus accrued interest.

            Critical Teacher Shortage Tuition Reimbursement Program
            Program established for the purpose of improving the skills and knowledge of current teachers or persons preparing to teach in critical teacher shortage areas.

            Any full-time public school employee or lab school employee is eligible for the program. Tuition reimbursement is limited to courses in critical teacher shortage areas. Such courses must be:

          • Graduate-level courses leading to a master's, specialist or doctoral degree.
          • Graduate-level courses leading to a new certification area.
          • State-approved undergraduate courses leading to an advanced degree or new certification area.

          • Participants may receive tuition reimbursement payments for up to nine semester hours, or the equivalent in quarter hours, per year, at a maximum rate or $78 per semester hour, up to a total of 36 semester hours. Tuition reimbursement is contingent on passing approved courses with a minimum grade of 3.0 or its equivalent.

            Critical Teacher Shortage Student Loan Forgiveness Program
            Provides financial assistance to eligible teachers who hold a valid Florida Teacher’s Certificate or Florida Department of Health License by assisting them in the repayment of undergraduate and graduate educational loans that lead to certification in a statewide critical teacher shortage subject area. Repayments made to qualified applicants who begin teaching for the first time in designated subject areas, and loan repayments are contingent on proof of employment in the designated subject areas.

            Teachers are eligible to receive loan forgiveness for either four academic years or a total repayment of $10,000 dollars, whichever comes first. For the 2006-07 award year, full-time teachers who taught at least 180 days during the 2005-06 academic year with undergraduate degrees received $506. Teachers with graduate degrees received prior to becoming a teacher in a critical teacher shortage area received $1,012.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, the Teacher/Quest Scholarship Program provides teachers with the opportunity to enhance their knowledge of science, mathematics and computer applications in business, industry and government. The program is a a seven-week, paid summer professional development program. Teachers work at select science and technology-based businesses in the state, enabling them to gain industry knowledge that can be infused into their curriculum.

            In 2007 a total of 85 teachers from 14 Florida counties signed up for the program. In 2006, the program drew teachers from 11 counties. The 2007 program featured 24 companies and institutions that employ the teachers during the summer. Scholarships are funded by purchases of special state-issued Challenger license plates that commemorate the seven astronauts who died when the space shuttle Challenger exploded on liftoff in 1986.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No.
            State support for STEM mentoring and real work internship programs for students Yes, career academies enable students to simultaneously earn industry certification and a standard high school diploma. All career academies must provide a rigorous standards-based academic curriculum integrated with a career curriculum and include one or more partnerships with postsecondary institutions, businesses, industry, employers, economic development organizations or other appropriate partners from the local community.

            These partnerships must provide opportunities for:
          • Instruction from highly skilled professionals who possess industry-certification credentials for courses they are teaching.
          • Internships, externships and on-the-job training.
          • A postsecondary degree, diploma or certificate.
          • The highest available level of industry certification.
          • Maximum articulation of credits upon program completion.
          • Provide shared, maximum use of private sector facilities and personnel.

          • Career academies can be established in a number of career clusters, including:
          • Information Technology
          • STEM
          • State-level dual enrollment/early college/middle college programs focused on STEM disciplines Yes, career academies enable students to simultaneously earn industry certification and a standard high school diploma. All career academies must provide a rigorous standards-based academic curriculum integrated with a career curriculum and include one or more partnerships with postsecondary institutions, businesses, industry, employers, economic development organizations or other appropriate partners from the local community.

            These partnerships must provide opportunities for:
          • Instruction from highly skilled professionals who possess industry-certification credentials for courses they are teaching.
          • Internships, externships and on-the-job training.
          • A postsecondary degree, diploma or certificate.
          • The highest available level of industry certification.
          • Maximum articulation of credits upon program completion.
          • Provide shared, maximum use of private sector facilities and personnel.

          • Career academies can be established in a number of career clusters, including:
          • Information Technology
          • STEM
          • State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes. The state offers every public high school the opportunity to administer the PSAT or PLAN to all 10th graders. "Public school districts must choose either the PSAT/NMSQT or PLAN for districtwide administration." Parents may exempt their students from taking the PSAT or PLAN.

            State policy also authorizes 10th graders to take the common placement tests used by public postsecondary institutions in the state.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, multiple provisions.

            College Out-Reach Program (CROP)
            CROP seeks to
            motivate and prepare educationally disadvantaged, low-income students in 6th-12th grades to pursue and successfully complete a postsecondary education. Participants are students who otherwise would be unlikely to seek admission to postsecondary institutions without special support and recruitment efforts. Among CROP's services are academic preparation in subjects assessed by the Florida Comprehensive Assessment Test, which includes mathematics and science.

            Educational Equity
            As part of the state's educational equity plan, public schools and community colleges are required to develop and implement methods and strategies to increase the participation of underrepresented students in programs and courses in which those students have been traditionally underrepresented, including mathematics, science, computer technology, electronics, communications technology and engineering.

            Florida Center for Mathematics and Science Education Research
            2006 legislation created a grant program to establish a center at a university in the state with the purpose of increasing student achievement in mathematics and science, with an emphasis on K-12 education. Among the center's duties is to develop a comprehensive plan - with input from school districts - to increase the number and percentage of females and minority students enrolling in and successfully completing mathematics and science courses. The grant was awarded to Florida State University, which named the center the Florida Center for Research in Science, Technology, Engineering and Mathematics.
            Sources Recruitment: FLA. STAT. ANN. § 1012.07, § 1009.54, § 1009.57, § 1009.58, FLA. ADMIN. CODE. ANN. r. 6A-20.012, 2007-08 Critical Teacher Shortage Tuition Reimbursement Program Fact Sheet, accessed 09/07/2007 FLA. STAT. ANN. § 1009.59, FLA. ADMIN. CODE. ANN. r. 6A-20.013, 2007-08 Critical Teacher Shortage Student Loan Forgiveness Program Fact Sheet, accessed 09/07/2007
            Professional Development: FLA. STAT. ANN. § 1009.61, Florida Technological Research and Development Authority's (TRDA) Web site, accessed 09/07/2007, Diane Matthews, Florida TRDA, 321.727.1050 ext. 106, 2007 Teacher Quest Brochure, accessed 09/07/2007
            End-of-course: 2006 H.B. 7087
            Student Mentoring/Internships:
            FLA. STAT. ANN. § 1003.493, Florida department of education Web site, accessed 09/07/2007
            Dual Enrollment/Early College/Middle College: FLA. STAT. ANN. § 1003.493, Florida department of education Web site, accessed 09/07/2007
            College Readiness: FLA. STAT. ANN. § 1007.21, § 1007.35, § 1008.30; Florida College Entry-Level Placement Test Web site
            Low-Income/Minority: FLA. STAT. ANN. § 1007.34, Florida department of education Web site, accessed 09/10/2007, FLA. STAT. ANN. § 1000.05, FLA. ADMIN. CODE. ANN. r. 6A-19.010, FLA. STAT. ANN. § 1004.86, Florida Center for Research in Science, Technology, Engineering, and Mathematics Web site, accessed 10/11/2007

            Georgia
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, two provisions.

            Helping Outstanding Pupils Educationally (HOPE) Teacher's Scholarship
            The HOPE teacher's scholarship provides up to $10,000 in scholarship funds to students who agree to teach a critical shortage field subject in a public school. Eligible students must meet specified residency requirements.

            Additionally, they must be admitted into graduate school and an advanced degree or approved teacher education program in a critical shortage field of study leading to certification and meet one of the conditions:
          • Be a teacher working in an accredited school who has a baccalaureate degree and is seeking an advanced degree in his or her current field which is a critical shortage field or in a new critical shortage field.
          • Have a baccalaureate degree and be seeking an advanced degree in a critical shortage field.
          • Have a master's degree in a critical shortage field and be seeking certification as a specialist or a doctorate in his or her current critical shortage field.
          • Have a master's degree in a field which is not a critical shortage field and be seeking an advanced degree in a critical shortage field.
          • Have certification as a specialist in a critical shortage field who is seeking a doctorate in his or her current critical shortage field.
          • Be a teacher working in an accredited school who is seeking to complete an approved program in a critical shortage field for which degree programs are not generally offered.

          • Teachers must agree to teach in the critical shortage field in a public school for one academic year for each $2,500 in scholarship funds awarded and sign a promissory note that stipulates the cash repayment obligation incurred if the teaching service is not fulfilled. For the 2007-08 school year, critical shortage fields include 6th-12th grade mathematics and 6th-12th grade science education: broad field science, biology, chemistry, earth/space and physics.

            Increasing Teachers' Salaries in Areas of Shortage
            Directs the state board to identify schools and local school systems in the state where an insufficient supply of qualified teachers is available to deliver instruction in the fields of mathematics and science. (Also pertains to other specified subjects.) Identified teachers are eligible for a salary increase not to exceed one additional step on the state salary schedule for which the teacher would otherwise have been entitled. A teacher is only eligible for three such salary increases.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, each regional education service agency (RESA) is responsible for providing training and assistance in subjects that are assessed by the end-of-course exams. Current subjects in which the state uses end-of-course exams include:
          • Algebra I
          • Geometry
          • Biology
          • Physical Science

          • There are currently 16 RESAs throughout the state.
            State support for pre-AP alignment programs Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority schools. The NGA strategy includes expanding AP courses, AP professional development for teachers, administrators and counselors, preparing students in the middle grades for AP rigor and using the PSAT to measure AP potential.
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course assessments in Algebra I, Geometry, Biology and Physical Science.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for science.
            State programs targeted at STEM achievement among female, low-income and minority students Yes, state plans to expand its existing Project MESA (Mathematics, Engineering and Science Achievement) system-wide at the USG’s access institutions. Project MESA enables educationally disadvantaged students to prepare for and graduate from a four- year college or university with a mathematics-based degree. Project MESA emphasizes participation by students from groups with low eligibility rates for four-year institutions.
            Sources Recruitment: GA. CODE ANN. § 20-3-519.8, REGULATIONS PROMISE & HOPE Teacher Scholarship Loan Programs 2007- 2008 Award Year (page 23), accessed 09/11/2007, GA. CODE ANN. § 20-2-212.3
            Professional Development: GA. CODE ANN. § 20-2-271, GA. COMP. R. & REGS. r. 160-3-1-.07, state department Web site, accessed 09/12/2007
            Pre-AP: National Governors Association Web site
            End-of-course: GA. CODE ANN. § 20-2-281, GA. COMP. R. & REGS. r. 160-3-1-.07
            Rigorous Graduation Requirements:
            GA. COMP. R. & REGS. r. 160-4-2-.47
            Low-Income/Minority: Board of Regents of the University System of Georgia, press release, accessed 09/11/2007

            Hawaii
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers
            Yes, multiple provisions.

            Mainland Recruiting
            The state sends recruiters to the mainland United States to seek out qualified teachers in areas of shortage, which includes secondary mathematics and science teachers as of Fall 2007. (Areas of shortage are evaluated with information from the field, and are subject to change.) Applicants must have or will complete a state-approved teacher preparation program prior to being contracted. Applicants are eligible for a relocation bonus of $1,500.

            Hawaii Educator Loan Program (HELP)
            Separate 2007 legislation expanded loan forgiveness eligibility under HELP to include students who are enrolled in a state-approved teacher education program at the university of Hawaii and who agree to teach in the a subject area shortage in the Hawaii public school system. Loans are forgiven on the basis of one year of a student loan for one year of service as a teacher.

            Transitions to Teaching
            Additionally, the federally funded Transitions to Teaching program provides stipends as incentives for people who hold degrees in STEM subjects to obtain teaching certificates through the University of Hawaii's post baccalaureate certificate in secondary education program. 2007 legislation recognizes that the state's federal grant funding the program will expire in 2008 and provides funds to operate the program for the 2007-08 and 2008-09 fiscal years. The program has resulted in 90 new qualified mathematics and science teachers in its first four and a half year.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, 2007 legislation establishes a professional development program to provide practicing high school science and mathematics teachers with opportunities to increase their knowledge and understanding of recent developments in the STEM subjects. The program will be administered by the University of Hawaii college of education and will be open to both certificated and non-certificated teachers.  Design of the professional development program must include evaluation of best practices in other school jurisdictions and provide a variety of options for teachers, which may include summer institutes, a combination of summer, after school or weekend institutes, distance learning through video conferencing or other mechanisms.

            The college of education is required to submit a report to the legislature by the 2009 legislative session on its implementation of the program, including the number of teachers who have participated in the program. For each of the 2007-08 and 2008-09 fiscal years, $175,000 was appropriated for program development.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: Department of education Web site, accessed 9/18/2007, HAW. REV. STAT. § 304A-701, HAW. ADMIN. CODE § 20-25, 2007 S.B. 885, 2007 H.B. 777
            Professional Development: 2007 S.B. 885,


            Idaho
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, the state department of education administers a program of matching grants to encourage the expansion or maintenance of science education programs in the state. Matching grants may only be made to nonprofit corporations which have conducted a science education program for a minimum of one year. Eligible science education programs include demonstration programs intended to encourage knowledge of and interest in the disciplines of science among secondary school students.
            State offers college readiness assessments in math and/or science Students entering 9th grade in the fall of 2009 or later will be required to take COMPASS, ACT or SAT before the end of 11th grade.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Support for after-school/ELO programs in STEM: IDAHO CODE § 33-129
            College Readiness: IDAHO ADMIN. CODE r. 08.02.03.107

            Illinois
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Illinois Future Teacher Corps
            The Illinois Future Teacher Corps encourages academically talented students - especially minority students - to pursue teaching careers, especially in teacher shortage disciplines or at hard-to-staff schools. Mathematics is currently a teacher shortage discipline in Illinois. Scholarships are awarded on a competitive basis to students who meet eligibility requirements and agree to teach in a public school for five years.

            Scholarships cover tuition, fees and room and board charges, or commuter allowance, if applicable. The annual scholarship awarded to a qualified applicant may be $5,000 or $10,000 (and, in some cases, may be increased an additional $5,000) depending on the teaching commitment made. This scholarship may be received for a maximum of four semesters or six quarters. The scholarship reverts to a loan for students who do not meet the teaching commitment.

            Teacher Shortage Scholarship Program
            Eligible individuals can qualify for a scholarship that will pay tuition and fees for approved programs that will prepare them to teach in areas of identified staff shortages, which includes mathematics.

            Eligible individuals are state residents who meet one of the below conditions:
          • Holds a valid teaching certificate and agrees in writing to train in an area of shortage.
          • Is preparing for a teaching career and agrees in writing to prepare in an area of shortage.
          • Holds a bachelor's degree, has been employed for at least 10 years in a field other than teaching and agrees in writing to prepare in an area of shortage.

          • Scholarship recipients must agree in writing to accept employment within two years of completing preparation in an area of shortage and teach for a period of three years in an area of identified shortage

            Mathematics or Science Teacher Scholarship Program
            Provides scholarships to qualified individuals who agree to take courses at qualified institutions of higher learning in order to be prepared to teach science or mathematics at the secondary school level. Scholarships cover the cost of tuition for identified programs.

            Eligible individuals must be state residents and:
          • Hold a valid teaching certificate and not be presently certified to teach both mathematics and science in the secondary schools.
          • Agree in writing to accept employment within two years after completion of preparation and to teach science or mathematics in a secondary school.

          • Traineeship Program
            Provides grants to encourage qualified individuals to enter the teaching profession and provide instruction in mathematics and/or science. In order to be eligible for a grant, an individual must be a graduate of an accredited college or university with a degree in mathematics or science, or be successfully pursuing an undergraduate degree in mathematics or science and have successfully completed at least one academic year or relevant course work. Applicants must express an intent to enter the teaching profession and teach mathematics and/or science and earn a teaching certificate.

            Grow Your Own Teacher Program
            The initiative is designed to stimulate the development of consortia – composed of institutions of higher education with accredited teacher preparation programs, targeted schools and districts and community organizations – that will identify and recruit parents, community leaders and paraprofessionals to become certified as teachers in hard-to-staff teaching positions (e.g., special education, mathematics and science).

            The program is designed to provide support through forgivable loans for a cohort of candidates until they complete their preparation as teachers. This support includes tuition, fees and other expenses directly related to the candidates’ ability to participate in the program, which may include child-care. Loans are forgiven upon completion of five years teaching in either a hard-to-staff school or in a hard-to-staff teaching area.

            Teacher Homebuyer Assistance Act
            Directs the state housing development authority to establish a program to provide down payment assistance to public school teachers who teach in hard-to-staff schools or hard-to-staff positions for purchasing residences within the school district. Hard to staff positions are those in which statewide data indicates a multi-year pattern of substantial teacher shortage or that has been identified as a critical need by the school board.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, multiple provisions.

            Duties of Regional Offices of Education
            Each regional office of education is required to provide for staff development services in fundamental learning areas, to include at least mathematics, science and reading resources. These services include planning, implementation and evaluation services as they relate to the continuing education, inservice training and staff development needs of teachers and administrators in the areas of mathematics, biological and physical sciences. Activities must include assisting in needs assessment activities, providing workshops and inservice training sessions, providing technical assistance, convening study or assessment groups, and acting as a clearinghouse for research materials in the fundamental learning areas. (Directory of regional offices of education.)

            Mathematics and Science Block Grant Program
            Meant to permit greater flexibility and efficiency in the distribution and use of certain state funds available to local education agencies in order to ensure that students meet or exceed the Illinois Learning Standards in mathematics and science. Grant funds are to be used to train and retrain teachers to be more proficient in the teaching of mathematics and science by providing professional development opportunities. (Funds are also to be used for additional purposes.) Funds will be distributed to school districts, subject to appropriation.

            Contracts and Grants for Professional Development
            The state board of education may enter into contracts and award grants to school districts, the regional educational service centers, the Illinois Mathematics and Science Academy, Illinois colleges and universities and other non-profit organizations devoted to scientific literacy, to provide inservice staff development for teachers.

            The state board may also provide grants for colleges and universities to review and revise the preservice curriculum in mathematics and science in order to address an intensified focus on scientific literacy.

            State support for pre-AP alignment programs Yes, 2005 legislation directed the state board to seek federal funding through the AP Incentive Program and the Math-Science Partnership Program and use it to support Pre-AP teacher professional development and to support the implementation of an integrated instructional program for 6th-12th grades in mathematics that  prepares all students for enrollment and success in AP courses and in college. Additionally, the state board was directed to encourage school districts to offer rigorous courses in 6th-11th grades that prepare students for the demands of AP course work.
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students Yes, the purpose of the High Technology School-to-Work Program is to increase the number of students exiting secondary and postsecondary schools that enter occupations and advanced educational programs that require advanced skills in the areas of science, mathematics, and advanced technology. The program provides grants to consortia of high technology businesses and local schools. Projects are designed by partnerships among employers, employer associations and schools to provide youth with work experience in high technology occupations, combined with closely related classroom instruction.

            Proposals must designate a private sector employer, or employer-based intermediary organization, to serve as the grantee. This will ensure that the employer side of the partnership has the final approval over all aspects of the project. Proposals must also demonstrate that a strong and cooperative relationship exists between the grantee and the school(s) that represent the educational side of the partnership.
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified


            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, ACT mathematics and science examination required of 11th graders as part of the Prairie State Achievement Examination.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students No, although when awarding grants under the High Technology School-to-Work Program, the Department of Commerce and Economic Opportunity must evaluate grantee efforts to recruit female and minority students into the project.
            Sources Recruitment: 110 ILL. COMP. STAT. ANN. 947/52, ILL. ADMIN. CODE TIT. 23 § 2764.10 - 2764.40, 110 ILL. COMP. STAT. ANN. 947/65.25, ILL. ADMIN. CODE TIT. 23 § 2772.400 - 2772.430, 110 ILL. COMP. STAT. ANN. 947/65.20, ILL. ADMIN. CODE TIT. 23 § 2772.300 - 2772.330, 110 ILL. COMP. STAT. ANN.  48/1 - 48/99, ILL. ADMIN. CODE TIT. 23 § 60.10 - 60.100,  Illinois State Board of Education, REQUEST FOR PROPOSALS: Grants for Transitional Projects under the “Grow Your Own” Teacher Education Initiative, 105 ILL. COMP. STAT. ANN.  5/21-5a, Governmental Relations Committee of the Whole (page 4, proposal 20), accessed 9/24/2007, Illinois Student Assistance Commission Web site, accessed 9/24/2007, 2007 S.B. 1224
            Professional Development: ILL. ADMIN. CODE TIT. 23 § 525.110 (page 14), 105 ILL. COMP. STAT. ANN. 5/1G-1 - 5/1G-99, 105 ILL. COMP. STAT. ANN 5/2-3.94, a
            Pre-AP: 105 ILL. COMP. STAT. ANN. 302/1 - 302/20
            Student Mentoring/Internships: 20 ILL. COMP. STAT. ANN. 701/1 - 701/99, ILL. ADMIN. CODE TIT. 14 § 110.10 - 110.190, Illinois Department of Commerce and Economic Opportunity Web site, accessed 9/26/2007
            College Readiness: Illinois State Board of Education Prairie State Achievement Examination Web site.
            Low-Income/Minority:
            20 ILL. COMP. STAT. ANN. 701/1 - 701/99, ILL. ADMIN. CODE TIT. 14 § 110.10 - 110.190

            Indiana
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, multiple provisions.

            Summer Training Institutes
            Teachers who are assigned to teach mathematics or science Advanced Placement (AP) courses may participate in summer training institutes offered by the College Board. These teachers may be eligible for a stipend to cover costs of attending summer institutes, provided the training meets specified criteria.

            Tax Credits for Summer Employment of Teachers
            Taxpayers in the state are eligible for a state income tax credit for employing teachers in qualified positions during the summer months. Eligible teachers are certified in a shortage area (including mathematics and science) and are employed under contract during the regular school term by a school corporation in a shortage area. Qualified positions are relevant to the teacher's academic training in a shortage area and utilize skills and expertise developed as a result of the teacher's academic training and/or teaching experience.  

            Taxpayers are entitled to a credit in an amount equal to the lesser of $2,500 or 50% of the amount of compensation paid to the eligible teacher by the taxpayer during the taxable year.

            School Establishment of Professional Development Programs
            Additionally, each school is responsible for establishing a professional development program that has a primary focus on state and local academic standards, including a focus on Core 40 subject areas, which includes mathematics and science.
            State support for pre-AP alignment programs 2007 legislation lays out conditions by which middle and junior high school teachers may receive stipends to cover expenses related to a summer training institute for pre-AP education, to include professional development resources and services. This legislation expands support which previously existed at the high school level.

            Stipend-eligible instruction must:
          • Provide teachers who instruct pre-AP courses with the necessary content knowledge and instructional skills to prepare students for success in AP courses, exams and other advanced courses.
          • Provide teachers with AP vertical team training and other pre-AP professional development that prepares students for success in AP.
          • Support the implementation of an instructional program for students in 6th-12th grades that provides an integrated set of instructional materials, diagnostic assessments and teacher professional development in mathematics that prepares all students for enrollment and success in AP courses in college.

          • The department of education is directed to develop and disseminate to each public middle and junior high school curriculum guidelines designed to satisfy the requirements of this policy. The department of education is authorized to seek implementation funding through the federal Advanced Placement Incentive and Math-Science Partnership programs.
            State requires or makes available end-of-course exams in STEM disciplines Yes, end-of-course exams in Algebra I, Algebra II and Biology I are operational. A student in a Core 40 class should take the related end-of-course assessment. The Core 40 curriculum will become Indiana's default high school curriculum effective with the Class of 2011 (entering freshmen in fall 2007).
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics starting with class of 2010, and for science starting with class of 2011.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Professional Development: IND. ANN. CODE § 6-3.1-2-1 - 6-3.1-2-6, IND. ADMIN. CODE TIT. 511, R. 1-2-1 - 1-2-3, IND. CODE ANN. § 20-36-3-7, 20-36-3-8, 2007 H.B. 1300, IND. CODE ANN. § 20-20-31-9
            Pre-AP: 2007 H.B. 1300
            End-of-course: IND. CODE § 20-32-5-21(b); Indiana Department of Education Core 40 Web site; Trish Wlodarczyk, Indiana Department of Education; American Diploma Project (ADP) press release
            Rigorous Graduation Requirements: IND. CODE ANN.
            § 20-32-4-1, 20-30-10, IND. ADMIN CODE TIT. 511, R 6-7.1-5 (pg 14), Course and Program Descriptions for Indiana Schools: Science (pg 5), accessed 10/3/2007

            Iowa
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions address recruitment of teachers in teacher shortage areas, which include 7th-12th grade mathematics and science.

            Teacher Shortage Forgiveable Loan Program
            Program will provide student loan repayment assistance to Iowa teachers repaying subsidized and unsubsidized federal Stafford Loans. To be eligible for loan forgiveness, applicants must be teaching in approved shortage areas recognized and approved by the department of education. Loans are forgiven on a basis of 20% for each year of service.

            Iowa Student Loan Teacher Education Loan Forgiveness Program
            Program will forgive up to $9,000 of qualifying educational loans for residents enrolled at state colleges or universities in programs leading to a degree or endorsement(s) in qualifying subject shortage areas.

            To become eligible for loan forgiveness, applicants must:
          • Be enrolled at an eligible college or university and be working towards an education degree or endorsement program that leads to licensure in an approved subject shortage area.
          • Stay in the state to teach in a subject shortage area

          • The program is run by the Iowa Student Loan Liquidity Corporation, a private, nonprofit corporation whose board of directors is appointed by the governor of Iowa.

            Market Factor Teacher Salaries
            Recognizing that districts need to be more competitive in recruiting and retaining talented professionals into the teaching profession, the legislature sought to encourage school districts to provide incentives for subject-area shortages through an annual allocation. Districts may use these allocations as market factor incentives to improve teacher salaries in subject-area shortages. (Other uses of these funds are also authorized.)
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, multiple provisions.

            Teacher Development Academies
            The academies are a series of professional development opportunities available to teams from public schools. Among the academies purposes is to improve district access to qualified trainers in high demand content areas, including mathematics and science. The content offered in the academies is selected to assist local districts in providing training to implement required district career development plans.

            Objectives are:
          • Participants acquire knowledge and skills in instructional strategies that are supported by scientifically based research.
          • Participants practice strategies in the classroom, collect data on student results and study their own implementation.
          • Participants attend all training sessions, which usually begins in the summer and is distributed through the school year.

          • Teacher expenses incurred outside of the contract day are covered as are expenses during the school year when they are practicing implementing the strategy. Academies are in operation in all regions of the state, although due to funding there are waiting lists for participation in each region.

            Iowa Professional Development Content Network

            Additionally, the Iowa Professional Development Content Network Web site provides a tool for local districts to use when selecting professional development content in mathematics and science. The site includes reviews of research studies that describe the research conducted on specific instructional strategies and programs. The site also includes ideas for selecting content, resources and links to other sources of information about scientifically based research practices.

            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: IOWA CODE ANN. § 261.111, 283 IOWA ADMIN. CODE R. 35.1 - 35.6Teacher Shortage Loan Forgiveness Program, Iowa State University, Financial Information for Teachers, Iowa Teacher Shortage Areas, Iowa Student Loan, Teacher Education Loan Forgiveness Program, all accessed 10/04/2007, 2007 Iowa S.F. 277 (Sec. 33)
            Professional Development: 2007 S.F. 277 (Sec. 20-23), state department of education Web site, Iowa Professional Development Content Network Web site, both accessed 10/4/2007

            Kansas
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, teacher service scholarship program provides financial assistance to students and existing teachers pursuing bachelor's degree programs, endorsement or master's degrees in mathematics or science. (Also pertains to other hard-to-staff subjects and underserved geographical areas.) Eligible recipients may be awarded up to $5,000 during the 2007-08 academic year for full-time enrollment, or prorated for part-time enrollment.

            In order to fulfill their scholarship obligations, recipients must begin teaching mathematics or science within six months of licensure for a period matching the length of the course of instruction. Provisions allow for full- or part-time teaching to fulfill requirements.

            Additionally, 2007 legislation created the teacher education competitive grant program. The program will allow state educational institutions to apply for a competitive grant that would provide funds to establish or expand a teacher education program. Grants will be matched on the basis of $2 from the teacher education grant program for every $1 from the institution receiving the grant. Approved programs must be targeted at increasing the number of students who complete a course of instruction leading to licensure as a mathematics or science teacher in a hard-to-fill teaching discipline or teach in an underserved area. (Also pertains to other hard-to-staff subjects and underserved geographical areas.)
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines Yes, 2006 legislation called for the creation of the Kansas Academy of Mathematics and Science (KAMS), a two-year residential academy for 11th and 12th graders who are talented in mathematics and science. KAMS students will enroll in college courses taught by the faculty of a postsecondary educational institution. Students will earn a high school diploma and college credits that meet the requirements for an associate of arts or associate of science degree. KAMS will be hosted at Fort Hays State University, and will begin recruiting students in fall 2008.
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: KAN. STAT. ANN. 74-32, § 100 - § 107, as amended by 2007 H.B. 2185, Kansas Teacher Service Scholarship Program application, accessed 10/11/2007, KAN. ADMIN. REGS. 88-22-1 - 88-22-10
            Dual Enrollment/Early College/Middle College: KAN. STAT. ANN. § 72-9711 - § 72-9714, 2006 S.B. 139, Request for Proposals, Fort Hays State University Web site, accessed 6/26/2008

            Kentucky
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions address recruitment of teachers in critical shortage areas, which include high school mathematics and science.

            Authorized Differential Pay
            School districts are authorized to develop differentiated compensation programs that provide additional compensation in order to recruit and retain teachers in critical shortage areas. A professional compensation fund was established to provide grants to school districts to pilot differentiated compensation programs, and may receive funds from state appropriations, grants, gifts or federal funds.

            Teacher Scholarship
            Program provides financial aid to highly qualified students pursuing initial teacher certification at participating state institutions. Applicants must be state residents enrolled full-time (unless enrolled for the final term of a teacher certification program and less than full-time enrollment is required to complete the program). Applicants must demonstrate financial need to qualify.

            Priority in scholarship distribution goes to juniors, seniors, post-baccalaureate or graduate students. If funds remain, freshmen and sophomores may receive scholarships as well. If a recipient does not complete the program or does not render qualified teaching service, the scholarship becomes a loan.

            Returning Retired Teachers
            Retired teachers in the state may return to teaching and continue to receive their retirement allowance provided they meet specified conditions; however, the department of education may employ retired members in full-time or part-time teaching positions without these limitations in order to fill critical shortage areas in the schools it operates, as can individual districts.

            District Teacher Certification Loan Fund
            Loans provide forgivable loans to emergency certified personnel, fully certified teachers who are willing to seek additional certification in hard-to-fill or critical shortage areas and paraprofessionals in local school districts to become fully certified teachers and to continue service within the local district. (Policy exists in legislation, although it has not been funded.)

            Minority Educator Recruitment and Retention Scholarship
            Competitive and renewable scholarship addresses the critical shortage of minority teachers especially in areas of mathematics and science. The scholarship is a renewable award to be used up to four academic years and is available to university and community college students.

            The scholarship provides financial assistance up to a maximum yearly award of $5,000 for minority students enrolled in teacher education programs available at any of Kentucky's eight state universities. If any of the eligibility requirements are not met, the scholarship converts to a loan payable at 6% annually.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, 2005 legislation was aimed at improving mathematics achievement in the state. (Also addresses reading achievement.) The legislation calls for collaboration among educational entities - including the department of education, institutions of higher education, districts and schools - to meet its intentions. Each entity is charged with specific responsibilities, for example, the department of education is responsible for providing administrative support and oversight to programs to train classroom coaches and mentors to help teachers with mathematics instruction, and state colleges and universities are responsible for delivering appropriate continuing education for teachers Additionally, three portions of the the legislation addressed teacher professional development.

            Teachers' Professional Growth Fund
            The growth fund was created to provide teachers high quality professional development in content knowledge in subjects including mathematics and science. Funds may be used for tuition reimbursement, stipends, purchase of materials for professional development programs and travel for professional development purposes. The state board annually determines the priority for content emphasis based on the greatest needs.

            Local school boards are authorized to advance funds necessary for its teachers to participate in a college course or professional development seminar or approved activity and receive reimbursement from the department at the conclusion of the activity or course by the teacher. Priority for the use of funds is to train and support teams of teachers from all school levels to be trained as mathematics coaches and mentors in statewide institutes. (Instruction in reading also is a priority.)

            Committee on Mathematics Achievement (CMA)

            The CMA was charged with developing a multifaceted strategic plan to improve student achievement in mathematics at all levels of schooling. Released in 2007, the CMA's plan: provides strategies to improve mathematics performance; identifies specific groups, agencies and organizations to implement the strategies; and offers a tentative timeline to meet four areas of critical need:
          • Create a shared vision of high-quality mathematics instruction by enhancing the beliefs and attitudes of students, teachers, instructors, faculty, administrators, families and community members about mathematics.
          • Enhance Pre-K through 16 teachers’ mathematics knowledge and ability to differentiate instruction to meet the needs of all students.
          • Enhance the awareness and knowledge of Pre-K-12 teachers, adult educators, and postsecondary faculty regarding effective mathematics resources, including curriculum materials, intervention and remediation programs, and technology, and provide them the support necessary to use the resources effectively.
          • Increase the number of Kentucky teachers with expertise in mathematics and mathematics teaching through aggressive recruitment programs and support-based retention strategies.

          • Kentucky Center for Mathematics (KCM)
            In collaboration with the CMA, the department of education, the Council on Postsecondary Education, all state public universities and other institutions, the KCM is responsible for developing and executing an implementation, research and evaluation plan to put into action the goals outlined by the CMA. In summer 2006, KCM launched a statewide coaching and mentoring program that will partly accomplish these strategic goals.

            Additionally the KCM will also make available:
          • Opportunities to make connections (faculty and students, teachers and coaches, intervention specialists and parents, etc.) in face-to-face meetings and electronically through the Central system at the University of Kentucky.
          • A clearinghouse and physical repository of quality mathematics curricula, exemplary programs, best practices research, teaching/coaching materials and technology designed to enhance mathematics education in Kentucky.
          • A web presence to easily disseminate information on professional development and teaching resources.
          • Undergraduate and preservice teacher preparation models.
          • Professional development that unites teachers, coaches, students, administrators and university faculty
          • State support for pre-AP alignment programs Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority schools. The NGA strategy includes expanding AP courses; AP professional development for teachers, administrators and counselors; preparing students in the middle grades for AP rigor, and using the PSAT to measure AP potential. Activities are being conducted in one urban and one rural district, in three high schools in each district.
            State requires or makes available end-of-course exams in STEM disciplines Yes, the state is in the process of piloting end-of-course exams in Algebra I, Geometry and Algebra II.
            State support for STEM mentoring and real work internship programs for students Yes, among the responsibilities of the Kentucky Science and Technology Council is to coordinate, promote and support activities designed to develop additional learning experiences outside traditional classroom courses, to enhance interest in mathematics and science for high school students, including business and industry internships and mentorships and career awareness exploration.

            The department of education is responsible for promoting, supporting and assisting the council by:
          • Identifying middle and high school students who have a high interest, aptitude or achievement in mathematics, science and technology related courses, events and activities.
          • Participating with others in the administration of summer institutes, business and industry internships, career opportunities and other related experiences directed toward middle and high school students.
          • Encouraging representatives from business and industry to participate in the mentorship, internship, scholarship and career awareness components of the program.

          • State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, among the responsibilities of the Kentucky Science and Technology Council is to coordinate, promote and support activities designed to develop additional learning experiences outside the traditional classroom courses, to enhance interest in math and science for middle and high school students, including summer and weekend institutes.
            State offers college readiness assessments in math and/or science Yes, the voluntary Kentucky Early Mathematics Testing Program offers public and private school students the opportunity to take online tests "to determine the level of mathematics knowledge of high school students in relation to the standards of placement tests given at the community and technical colleges and undergraduate public universities."

            Students may choose to receive the following information for up to three postsecondary institutions in the state:
          • The student's test score.
          • A list of mathematics courses required for the student's intended major at a postsecondary education institution.
          • A list of any remedial courses the student might be required to take based on the student's current level of mathematics knowledge as demonstrated on the test.
          • The estimated cost of the remedial courses the student might be required to take.
          • The high school courses and the specific mathematical concepts or functions a student should consider studying in order to address any deficiencies.

          • Additionally, starting with the 2007-08 school year, all students will be required to take EXPLORE in grade 8, PLAN in grade 10 and the ACT in grade 11. EXPLORE, PLAN and the ACT are collectively referred to as the "Kentucky Work and College Readiness Examination" or "Readiness Examination."
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics and science starting with class of 2012.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: KY. REV. STAT. ANN. § 157.075, 702 KY. ADMIN. REGS. 3:310, KY. REV. STAT. ANN. § 164.76911 KY. ADMIN. REGS. 7:010, , KY. REV. STAT. ANN. § 161.605, § 164.757, KY. REV. STAT. ANN. § 161.165, department of education Web site, Kentucky Higher Education Assistance Authority Web site and department of education Web site, all accessed 10/16/2007
            Professional Development: KY. REV. STAT. ANN. § 158.840, § 156.553, 704 KY. ADMIN. REGS. 3:490, KY. REV. STAT. ANN. § 164.525, § 158.842, 2005 H.B. 93, Strategic Plan for Improving MathematicsAchievement in Kentucky, Committee for Mathematics Achievement, The Kentucky Center for Mathematics Web site, accessed 10/19/2007
            Pre-AP: National Governors' Association Web site, accessed 10/19/2007
            End-of-Course: KY. REV. STAT. ANN. § 158.860, Kentucky Department of Education Web site, American Diploma Project press release
            Student Mentoring/Internships: KY. REV. STAT. § 158.798, KY. REV. STAT. § 156.018
            Support for after-school/ELO programs in STEM: KY. REV. STAT. § 158.798
            College readiness: KY. REV. STAT. ANN. § 158.801, § 158.803, § 158.6453Kentucky Early Mathematics Testing Program Web site
            Rigorous Graduation Requirements: KY. REV. STAT. ANN. § 156.160, 704 KY. ADMIN. REGS. 3:305


            Louisiana
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Tuition Opportunity Program for Students (TOPS) Teacher Award Program
            TOPS is a competitive scholarship created to provide an incentive for the state's best and brightest students to become classroom teachers and to provide an incentive that will attract highly qualified teachers in mathematics and chemistry. Loans can total up to $6,000 per year for mathematics and chemistry majors, compared with $4,000 for teacher education majors in other fields. Loans are forgiven on the basis of one year of forgiveness for one year of teaching in the classroom.

            Critical Teacher Shortage Incentive Program
            2001 legislation created the program to provide $3,000 for four years to newly certified teachers who agree to teach mathematics, biology, chemistry or physics. Eligible recipients are newly certified teachers holding a valid state teaching certificate in the area of mathematics, biology, chemistry or physics who become employed as a classroom teacher in at least one of such areas for the first time for the 2004-05 school year. Implementation of the program is subject to the appropriation of funds. (Program appears in statutes, although there is no evidence of funding or implementation.)

            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) The Louisiana Systemic Initiatives Program (LaSIP) was established to improve mathematics and science education in the state through a cooperative effort from the different education agencies and the National Science Foundation. This goal is addressed, in part, by providing professional development in mathematics and science. For fiscal year 2007-08, LaSIP will fund professional development projects that prepare teachers with the in-depth content knowledge and effective classroom skills needed to increase the academic achievement of the students they serve.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state is phasing in end-of-course exams in eight subjects, starting with Algebra I during the 2007-08 school year. End-of-course exams in Geometry and Biology are to be developed and phased in over a six-year period starting in 2007. In the first years of administration, district participation will be voluntary.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, 1995 legislation directed the state board to develop and adopt an annual mathematics, science, speech and debate competition financial assistance awards program. The program provides financial assistance to eligible teams and individuals from public and approved nonpublic secondary schools representing the state at regional and national competitions. Covered financial expenses are entry fees, travel, lodging, subsistence and incidental costs directly related to participation in the competition. (Exists in statutes, although no evidence of implementation.)
            State offers college readiness assessments in math and/or science Yes, the Louisiana Board of Regents offers EXPLORE and PLAN to schools at no charge. All students in participating schools must take EXPLORE 8th grade and PLAN in 10th grade. Virtually all schools participate.

            In addition, as part of its National Governors Association Honor State efforts, the state plans to develop a college readiness measure using assessment data and coursework completion.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: LA. REV. STAT. ANN. § 17:427.2, § 17:427.3, LA. ADMIN. CODE TIT. 28, § CXXV, LA. REV. STAT. ANN. § 17:3042.1, § 17:3048.1, LA. ADMIN. CODE TIT. 28:IV.901 - § 911 (pg 34)
            Professional development: LA. REV. STAT. ANN. § 17:2753, 2007-08 Proposals for LaSIP Professional Development for K-12 Teachers Request for Proposals, accessed 10/25/2007
            End-of-course: LA. ADMIN. CODE TIT. 28, § Part CXI Bulletin 118, Chapter 18, § 1801 (pg 47 of electronic copy)
            Support for after-school/ELO programs in STEM: LA. REV. STAT. ANN. § 17:7(20)
            College Readiness: Louisiana Board of Regents EPAS Web site; ACT Louisiana Case Study; NGA Web site

            Maine
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers No
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, the Hannaford Teacher Renewal Scholarship Fund provides a tuition waiver for up to six credits of undergraduate or graduate course work. This award is given to practicing certified - including transitional and conditional - classroom teachers for the purpose of taking University of Maine System courses that will lead to the improvement of teaching in mathematics, science or foreign language. Course fees, childcare, travel, books and materials are eligible for reimbursement. Applicants must be currently practicing teachers in K-12 classrooms with significant teaching responsibilities in mathematics, science or foreign language.

            Additionally, the Maine School of Science and Mathematics may provide, among other services, professional development for the state's science and mathematics teachers.
            State support for pre-AP alignment programs Yes, funds from the National Governors Association are being used to prepare students in the middle grades for AP rigor.
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, all 11th graders are required to take the SAT.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Professional development: ME. REV. STAT. ANN. TIT. 20-A, § 8206, University of Maine Web site, accessed 11/8/2007
            Pre-AP: National Governors Association Web site, accessed 11/8/2007
            College-Readiness: Maine Department of Education Informational Letter No. 39: Transition from the MEA to the College Board SAT for Grade 11 Students



            Maryland
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Sharon Christa McAuliffe Memorial Teacher Education Award
            Program provides eligible recipients with tuition assistance equal to the cost of tuition, mandatory fees and room and board. Eligible candidates include those who agree to teach in areas of critical shortage, which includes mathematics and science.

            Tuition Reimbursement for Retraining Teachers in Mathematics or Science
            Program provides tuition reimbursement for public school teachers currently certified in subjects other than mathematics or science. Recipients must agree to teach mathematics or science for at least two years following certification in mathematics or science.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state has exit exams in Algebra/Data Analysis and Biology. Additionally, the state will administer an Algebra II exam beginning in May 2008.
            State support for STEM mentoring and real work internship programs for students None identified

            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: MD. CODE ANN. EDUC. § 18-703, Teacher Staffing Survey 2006-2008, MD. REGS. CODE TIT 13A, § 07.07.01
            End-of-Course: MD. REGS. CODE TIT. 13A § 01.04.04; Maryland High School Assessment Fact Sheet 1; Maryland School Assessment Factsheet; Achievement Matters Most: A Parent's Guide; American Diploma Project press release

            Massachusetts
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, paraprofessionals who are pursuing a bachelor's degree in order to become a certified teacher are eligible for a tuition waiver program. Eligible individuals include public school paraprofessionals pursuing courses of study that will lead to certification as a teacher in specified subjects, including mathematics and science. Recipients must commit to teach in the public schools of the state upon graduation and certification. Grants may be used to defray the cost of tuition and fees at an in-state public college or university.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, mathematics teachers at schools with low-performing mathematics programs are required to take the Mathematics Content Assessment after the program is classified as low-performing. Individual results on the assessment are forwarded to the applicable mathematics teachers and their school principals for use in developing or revising professional development plans, as provided in the state's Recertification Regulations.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course exams in Biology, Chemistry, Introductory Physics and Technology/Engineering. Additionally, the state will administer an Algebra II exam beginning in May 2008.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: MASS. GEN. LAWS ANN. CH. 15A, § 19
            Professional Development: MASS. REGS. CODE TIT. 603, § 2.05, MASS. REGS. CODE TIT. 603, § 44.04
            End-of-Course: MASS. GEN. LAWS. CH. 69, § 1I, MASS. REGS. CODE tit. 603, § 30.03, Massachusetts Department of Education MCAS Web site; National Governors Association Web site; American Diploma Project press release

            Michigan
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers No
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, there are 33 regional centers in the Michigan Mathematics and Science Centers Network. Among the services the centers provide is professional development for mathematics and science educators based on identified needs.

            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, by the 2008-09 school year, exams will be developed in a number of high school subjects, including Algebra I, Geometry, Algebra II, Pre-Calculus, Data and Statistics, Earth Science, Biology, Physics and Chemistry.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines Yes, 2006 legislation created a grant program to create middle colleges focused on health sciences. The legislation allocated a maximum of $2,000,000.00 for 2007-08 for grants to intermediate districts or a district of the first class that are in consortium with a community college or state public university and a hospital to create and implement a middle college focused on the field of health sciences.

            Eligible consortia funded under this program must ensure the middle college provides:
          • Outreach programs to provide information to middle school and high school students about career opportunities in the health sciences field.
          • An individualized education plan for each pupil enrolled in the program.
          • Curriculum that includes entry-level college courses.
          • Clinical rotations that provide opportunities for pupils to observe careers in the health sciences.
          • State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, all students are required to take the ACT in 11th grade.
            State has adopted rigorous graduation requirements in math and science for all students
            Yes for mathematics and science starting with class of 2011.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Professional Development: MICH. COMP. LAWS § 388.1699
            End-of-Course: MICH. COMP. LAWS § 380.1278b
            Dual Enrollment/Early College/Middle College: MICH. COMP. LAWS § 388.1664
            Rigorous Graduation Requirements: MICH. COMP. LAWS ANN. § 380.1278a, § 380.1278b
            College Readiness: MICH. COMP. LAWS § 380.1279g; Michigan Merit Exam Web site

            Minnesota
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers No
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, 2007 legislation appropriated money to establish regional mathematics and science teacher training centers. Each center is required provide a professional development program to train teachers selected by their district to assist other teachers with mathematics and science curriculum, standards and instruction to ensure that all teachers have access to high quality professional development programs in mathematics and science, and research-based mathematics and science programs and instructional models premised on best practices.
            State support for pre-AP alignment programs Yes, state has established a grant program that provides support to increase student participation in pre-Advanced Placement programs. Funds are provided to eligible local school boards to create or expand pre-Advanced Placement initiatives.

            State requires or makes available end-of-course exams in STEM disciplines Yes, state will administer an end-of-course exam in life sciences beginning in Spring 2008.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, the Department of Education offers EXPLORE and PLAN to districts at no charge. Students in participating districts may take EXPLORE in 8th grade and PLAN in 10th grade.
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics starting with class of 2015.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Professional Development: MINN. STAT. § 122A.72, 2007 H.F. 2245, Summary of 2007 Omnibus E-12 Education Act, Minnesota Department of Education
            Pre-AP: MINN. STAT. § 120B.132
            End-of-Course: MINN. STAT. § 120B.30, Minnesota Department of Education testing Web site
            College Readiness: MINN. STAT. § 120B.128
            Rigorous Graduation Requirements: MINN. STAT. ANN. § 120B.023


            Mississippi
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions address recruitment of teachers in subject shortage areas, which include mathematics, chemistry, physics and biology. Additionally, if funds are available, the legislature may authorize state funds for additional base compensation for teachers holding licenses in critical subject areas or the equivalent and who teach at least a majority of their courses in a critical subject area.

            Critical Needs Teacher Scholarship Program
            In order to attract qualified teachers, full scholarships are provided to those who teach or intend to teach in geographical areas and subject areas where shortages exist.

            Assistant Teacher Scholarship Program
            This program awards scholarships to attract and retain qualified teachers for academic subject areas in which there exists a critical shortage of teachers. Qualified assistant teachers may be awarded financial assistance in an amount equal to the actual cost of three three-hour academic courses per year. However, no assistant teacher may receive assistance through the program for more than fifteen 15 three-hour academic courses.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs Yes, the state requires that each district offer at least one AP course in the four core areas, including mathematics and science. Districts also are also required to offer pre-AP courses to prepare students for AP course work. The department of education is directed to seek federal funding through the Advanced Placement Incentive Grant Program and other available funding to implement these requirements. Funding efforts must be focused with an intent to carry out AP and pre-AP activities in districts targeted as serving a high concentration of low-income students.
            State requires or makes available end-of-course exams in STEM disciplines Yes, Algebra I and Biology I.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, subject to appropriation, all 10th grade students must be offered the PSAT or ACT PLAN. However, according to a January 2007 document, the department currently does not have funds to offer students these assessments.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: MISS. CODE ANN. § 37-159-3,  § 37-159-17, Subject Shortage Area, Mississippi Board of Trustees of State Institutions of Higher Learning Web site, accessed 1/18/2008, MISS. CODE ANN. § 37-106-35, MISS. CODE ANN. 37-19-7(3)(a)
            Pre-AP: MISS. CODE ANN. § 37-15-39, MISS. REG. 36-000-113
            End-of-course: Mississippi Department of Education Subject Area and FLE Graduation Requirements schedule
            College-readiness: CMSR 36-000-113 (Mississipi State Board Policy Manual, Code 2903); Mississippi Department of Education Questions and Answers regarding the Access to a Substantive and Rigorous Curriculum Policy

            Missouri
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers
            Yes, the minority teaching scholarship program provides renewable scholarships to encourage minority students to enter teaching. Scholarships are available to eligible high school graduates and college students who are residents of the state, and who enter and make a commitment to pursue an approved teacher education program, or who after the completion of their baccalaureate degree enter teacher education and make a commitment to teach science or mathematics.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, A February 2007 state board decision requires end-of-course exams to be developed in Algebra I and Biology. These exams are to be piloted the 2007-08 school year and implemented in 2008-09. The state also plans to develop end-of-course assessments in Algebra II, Geometry, Integrated Mathematics II and III, Physical Science and Chemistry by 2010.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, the Afterschool METS Grant Program provides grants on a competitive basis to expand quality afterschool programs that focus on STEM subjects (referred to in Missouri as METS subjects) and/or health. As of 2008, approximately $500,000 has been allocated for each grant program. The maximum funding amount for each grant is $10,000 per site with no more than three sites per school district. List of schools awarded grants for 2007-08.
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: MO. REV. STAT. § 161.415 - § 161.424, MO. CODE REGS. TIT. 5, § 80, 80-850.015
            End-of-Course: Missouri Department of Elementary and Secondary Education press release and End Of Course (EOC) Implementation Timeline; Stan Johnson, assistant commissioner for school improvement, Missouri Department of Elementary and Secondary Education
            Support for after-school/ELO programs in STEM: Governor's press release, accessed 1/25/2008




            Montana
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, 2007 legislation created the quality educator loan assistance program. The program provides loan repayment assistance of up to $3,000 annually. Educational loans are loans made by a federal loan program, excluding federal Parents Loans for Undergraduate Students loans. The program is targeted towards specific subjects in schools that meet certain criteria. As of 2008, 79 high schools qualify for designation, and subjects targeted include mathematics and science.

            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: 2007 S.B. 2A, Montana Office of Public Instruction, Critical Quality Educator Shortages Identification of Schools and Licensure and Endorsement Areas Impacted by Critical Quality Educator Shortages, Montana Board of Regents of Higher Education Policy and Procedures Manual, Policy 940.14, accessed 1/25/2008



            Nebraska
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the Attracting Excellence to Teaching Program provides forgivable loans to eligible students who agree to complete a teacher education program at an eligible institution and commit to teach in an accredited or approved public or private school. Loans are forgiven on a one year of service for one year of loan basis. Priorities for loans are to students who are majoring in subject shortage areas determined by the department of education. Subject shortage areas for 2007-08 include mathematics and science.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: NEB. REV. STAT. § 79-8, 135 - § 79-8, 140, NEB. ADMIN. R. & REGS. 92.25

            Nevada
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, 2007 legislation created the Grant Fund for Incentives for Licensed Educational Personnel. District are required to establish a program of incentive pay to attract and retain teachers who hold an endorsement in the field of mathematics or science. (Also pertains to other positions and subjects.) District boards of trustees may submit an application to the department of education to receive funds from the grant fund.

            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, 2007 legislation appropriated $200,000 for support of the Intel International Science and Engineering Fair to be held May 8th-15th, 2009. Upon acceptance of the money, the Intel International Science and Engineering Fair is responsible for preparing a report for the Interim Finance Committee that describes expenditures made from the appropriated money.

            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: 2007 A.B. 1
            Support for after-school/ELO programs in STEM: 2007 AB 2


            New Hampshire
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs No
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines Yes, state has adopted Project Lead the Way (PLTW) as its high school pre-engineering curriculum. The New Hampshire Technical Institute has established articulation agreements with each of the participating schools. In addition, students of PLTW schools who meet accreditation standards established by the Rochester Institute of Technology are eligible for credit in engineering technology majors. PLTW students can earn up to 12 credits at the New Hampshire Technical Institute through the Community/Technical College Systems’ Project Running Start.
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Dual Enrollment/Early College/Middle College: N.H. REV. STAT. ANN. § 188-E:14, department of education Engineering Career Pathway fact sheet, accessed 2/1/2008

            New Jersey
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, end-of-course biology and Algebra II assessments will first be administered in spring 2008.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, the College Bound Grant Program is targeted towards 6th-12th graders in Abbott School Districts. Grants support pre-college educational enrichment activities to help ensure completion of secondary school; to increase college admission, retention and graduation rates of these students; and to encourage the successful pursuit of postsecondary education in the sciences, mathematics or technology.

            Statewide, the programs serve over 2,000 students. A total of $3.55 million was appropriated for College Bound in Fiscal 2008. The programs are housed at nine colleges and universities.
            Sources End of course: N.J. STAT. ANN. § 18A:7C-1, § 18A:7C-6, N.J. ADMIN. CODE TIT. 6A, § 6A:8-4.1; January 8, 2007 department memo, January 2007 department FAQ, American Diploma Project (ADP) press release
            Low-Income/Minority: N.J. ADMIN. CODE TIT. 9A, § 11-2.2, N.J. ADMIN. CODE TIT. 9A, § 11-1.2, New Jersey Commission on Higher Education Web site, accessed 2/11/2008

            New Mexico
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the state provides for teacher student loans to students who declare their intent to serve as a public school teacher in a designated teacher shortage area. Teacher shortage areas may be either geographic or discipline specific. Preference in loans is given to qualified applicants who demonstrate financial need. Loans are forgiven on a one-year-of service in a teacher shortage area for one-year-of-loan basis. The state has designated 7th-12th grade mathematics and science as teacher shortage areas.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, among the duties of the mathematics and science bureau is developing and evaluating professional development programs in mathematics and science that are aligned with state academic and performance standards. Additionally, the mathematics and science proficiency fund provides funds to public schools, school districts, public post-secondary educational institutions and persons that implement innovative, research-based mathematics and science curricula and professional development programs.

            Recipients are required to provide an annual report to the bureau that includes a detailed budget report, a description of the services provided and documented evidence of the stated outcomes of the program funded by the mathematics and science proficiency fund and that provides other information requested by the bureau.

            State support for pre-AP alignment programs Yes, state policy authorizes districts and charter schools to create core curriculum frameworks in K-6th grades to prepare students for pre-AP and AP offerings in 7th-12th grades.

            The framework must include:
            • A curriculum that is aligned with state academic content and performance standards that is challenging, specific as to content and sequential from grade to grade, similar to a core curriculum sequence.
            • In-depth professional development for teachers that includes vertical teaming in content areas.
            • Content, materials and instructional strategies or methodologies that current research demonstrates are likely to lead to improved student achievement in pre-AP and AP courses in 7th-12th grades.
            A district or charter school may apply for a grant from the public education department to support a core curriculum framework.

            Additionally,
            in accordance with the rules of the department and after consulting with the Indian education advisory council and determining the resources available within the department, the assistant secretary of education is responsible for developing or select for implementation a challenging, sequential, culturally relevant curriculum to provide instruction to tribal students in pre-kindergarten-6th grade to prepare them for pre-AP and AP coursework in 7th-12th grades.
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, 2007 S.B. 561 directs the department of education to establish a readiness assessment system by the 2008-09 school year. The system must be "aligned with state academic content and performance standards, college placement tests and entry-level career skill requirements" and must include a college readiness assessment in mathematics in 10th grade that all students will be required to participate in.
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics starting with class of 2013.
            State programs targeted at STEM achievement among female, low-income and minority students Yes, 2007 S.B. 422 created the Alliance for Underrepresented Students at New Mexico State University. The purposes of the alliance include collaborating with and providing assistance to k-12 grade educators to support STEM education and student achievement.

            Sources Recruitment: N.M. STAT. ANN. § 21-22E-1 - § 21-22E-10, N.M. REG. § 5.7.13.2 - § 5.7.13.15, Dr. Mary Rose Cde Baca, Assistant Secretary for Educator Quality
            Professional Development:
            N.M. STAT. ANN. § 22-15E-3, § 22-15E-6
            Pre-AP: N.M. STAT. ANN. § 22-13-1.5, § 22-23A-5
            End-of-course: N. M. STAT. ANN. § 22-2-8.11, § 22-13-1.2, Don Watson, Assistant Secretary/Assessment and Accountability, New Mexico Public Education Department
            College Readiness:
            2007 S.B. 561
            Rigorous Graduation Requirements: N.M. STAT. ANN. § 22-13-1.1
            Low Income/Minority: 2007 S.B. 422

            New York
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Math and Science Teaching Incentive Program
            The math and science teaching incentive program provides tuition grants to students attending school at the undergraduate and/or graduate degree level in exchange for five years of full-time employment as secondary education mathematics or science teachers.

            Additionally, several components of the state's Teachers of Tomorrow program address recruitment of teachers in subject shortage areas - which includes science and mathematics.

            Recruitment Incentives
            Provides annual $3,400 grants - ranging from one to four years - to teachers with initial, provisional, professional or permanent certification who agree to teach for the first time in a school district in a designated subject shortage area.

            Science and Mathematics Tuition Reimbursement Program
            Provides funds to reimburse teachers for courses taken towards meeting requirements for a transitional certificate to teach science or mathematics in a low performing school.  Provides an initial tuition reimbursement award of $4,000 per year (or the actual tuition cost of the approved program, whichever is less) and is renewable for an additional year.

            Teacher Recruitment Tuition Reimbursement Program
            Allows teachers with initial or provisional certification, who agree to teach for at least one year in a subject shortage area, to be reimbursed for up to $700 per course, $2,100 per year towards the cost of approved coursework taken towards earning permanent or professional certification. This award is renewable for one additional year.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administered Regents Examinations include assessment in Mathematics A, Mathematics B, Chemistry, Physics, Earth Science and Living Environment.
            State support for STEM mentoring and real work internship programs for students Yes, the Science and Technology Entry Program (STEP) is designed to assist eligible students in acquiring the skills, attitudes and abilities necessary to pursue professional or pre-professional study in post-secondary degree programs in scientific, technical and health-related fields. Eligible students are secondary school students who are either economically disadvantaged or minorities historically underrepresented in the scientific, technical, health and health-related professions.

            Individual postsecondary institutions, or consortia of postsecondary institutions, may apply for grants to operate STEP programs. The curricula of these programs must emphasize the concrete aspects of the scientific, technical or health-related discipline as it relates to a professional career, through laboratories, relevant work experience opportunities or similar activities.
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, the Science and Technology Entry Program (STEP) is designed to assist eligible students in acquiring the skills, attitudes and abilities necessary to pursue professional or pre-professional study in post-secondary degree programs in scientific, technical and health-related fields. Eligible students are secondary school students who are either economically disadvantaged or minorities historically underrepresented in the scientific, technical, health and health-related professions.

            Individual postsecondary, or consortia of postsecondary institutions may apply for grants to operate STEP programs. The curricula of these programs must emphasize the concrete aspects of the scientific, technical or health-related discipline as it relates to a professional career, through laboratories, relevant work experience opportunities or similar activities. Additionally, programs will provide participating students with personal, career and financial aid counseling to ensure that the students are fully aware of the opportunities and necessary preparations for professional careers in scientific, technical or health-related fields.
             
            Sources Recruitment: NY Education Law § 669-d, NY Education Law § 3612, New York State Education Department Web site, accessed 2/20/2008, Stan Hanson, New York State Education Department
            Professional Development: N.Y. EDUC. CODE § 3641-b
            End-of-Course: N. Y. COMP. CODES R. & REGS. TIT. 8, § 100.5 (5), New York State Education Department Regents Examination Web site
            Student Mentoring/Internships: N.Y. EDUC. CODE § 6454
            Low-Income/Minority: N.Y. EDUC. CODE § 6454

            North Carolina
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Future Teachers of North Carolina Scholarship Loan Fund
            This program provide scholarships/loans to college juniors and seniors who are seeking licensure to teach in certain subjects that include mathematics and science in North Carolina's public schools. The two-year scholarship-loan can be used at any state four-year institution that offers a teacher education program.

            Salary Supplement for Math and Science Teachers Pilot Program

            2005 S.B. 1741 (section 7.21) created a pilot program providing for a salary supplement for newly hired teachers of mathematics or science at the middle or high school level. The legislation directed the state board to develop the pilot program and select three local school administrative units to participate, targeting low-performing local school administrative units. $515,115 was allocated for the program.

            Alternative Teacher Salary Pilot
            2007 H.B. 966 directed the state board to establish a pilot program authorizing the implementation of alternative teacher salary plans to enable districts to develop programs to financially reward teachers through performance pay plans, recruiting teachers to the school unit, and recruiting teachers to hard-to-fill positions in specific subject areas.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course exams in Algebra I, Algebra II, Geometry, Biology, Chemistry, Physics and Physical Science.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, every 8th-10th grader who has completed Algebra I or who is in the last month of Algebra I must be given the opportunity to take the PSAT once at state expense. (Algebra I is a required course for the career preparation and college/university preparation courses of study. The college technical preparation course of study requires either Algebra I or integrated mathematics I. Algebra I is not a requirement for the occupational course of study.)

            Additionally, the North Carolina Early Mathematics Placement Testing (NC EMPT) Program, supported by the University of North Carolina General Administration, is an optional assessment that provides students the opportunity to take an assessment similar to an actual college mathematics placement test, allowing them to seek further preparation in math (if needed) while still in high school. Tests are provided at no cost to the participating school.
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics starting with class of 2013.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: N.C. GEN. STAT. § 116-209.38, College Foundation of North Carolina Web site, accessed 2/19/2008, 2005 S.B. 1741, 2007 H.B. 966, Rita Joyner Contact on page 45
            End-of-Course: N.C. GEN. STAT. § 115C-174.11, N.C. ADMIN. CODE TIT. 16, R. 6D.0305, R. 6D.0503, 6D.0505; North Carolina End-of-Course Assessment Brief
            College Readiness:
            N.C. GEN. STAT. § 115C-174.18, North Carolina Early Mathematics Placement Testing Program Web site
            Rigorous Graduation Requirements:
            N.C. GEN. STAT. § 115C-81, N.C. ADMIN. CODE TIT. 16, R. 6D.0503

            North Dakota
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the North Dakota University Teacher Shortage Loan Forgiveness Program reduces a student's loan for individuals teaching in the state in content areas that have a teacher shortage. Recipients are eligible to receive up to $1,000 per year in continued loan forgiveness for each consecutive year they teach in a teacher shortage area, for a maximum of three years or $3,000. Teachers shortage areas for 2007-08 include mathematics and science.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: N.D. CENT. CODE § 15-10-38, North Dakota University System Procedures Manual, Procedure: 508.1.2 Teacher Shortage Loan Forgiveness Program, accessed 2/22/2008

            Ohio
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions in 2007 H.B. 119.

            STEM Teacher-Signing Bonuses
            This program provides signing bonuses of up to $20,000 to STEM teachers who teach in a public school district or a school district building designated as a hard to staff school by the department of education. Qualifying candidates must be licensed to teach, teach STEM and teach in a hard to staff school for five years. (Also pertains to foreign language teachers.)

            STEM Teacher Loan-Forgiveness
            The STEM Teacher Loan-Forgiveness program is designed to lure licensed teachers into STEM secondary classrooms. The program functions like the STEM Teacher-Signing Bonus program, but enables qualified candidates to receive college loan forgiveness rather than a cash signing bonus. (Also pertains to foreign language teachers.)
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state will administer an Algebra II end-of-course assessment beginning in 2008.
            State support for STEM mentoring and real work internship programs for students None identified

            State-level dual enrollment/early college/middle college programs focused on STEM disciplines Yes, multiple provisions in 2007 H.B. 119

            STEM-Focused Summer Academies
            Designates funding for up to 10 regional summer academies that focus on STEM and prepare 11th and 12th graders enrolled in public or chartered nonpublic schools to pursue college-level credit, with a focus on secondary teaching in these disciplines. (Also pertains to the creation of academies focused on foreign languages.) Successful completion of these academies will result in dual high school and college credits.

            Project Lead The Way (PLTW)
            PLTW is a four-year, flexible sequence of pre-engineering courses that students take in combination with college preparatory mathematics and science courses in high school. Students are exposed to the scope, rigor and discipline of engineering and engineering technology prior to entering college. In general, students in certified schools who earn an "B" average or higher in their PLTW courses and score 70% or higher on the PLTW college credit exam are eligible to apply for college credit or recognition, depending on the requirements of the affiliates. H.B. 119 appropriated $1 million for the program for both fiscal years 2008 and 2009. These funds will be used for leadership management oversight and initial and continuing support of Project Lead the Way workforce development programs in participating school districts.

            Internet and distance learning classes
            If the partnership for continued learning, after consulting with the Ohio board of regents and the state board of education, does not complete and submit recommendations for legislative changes for the operation of the post-secondary enrollment options program, each state university is required to offer interactive distance learning at least one mathematics and one science course that would enable high school students to earn both high school and college credit.
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, the Ohio Early Mathematics Placement Testing (EMPT) Program, administered by the Ohio Board of Regents, makes available paper and online assessments to determine high school students' readiness for postsecondary-level mathematics. One assessment is geared toward sophomores; the Ohio EMPT test (also known as the algebra test) is aimed at students (typically juniors) enrolled in Algebra II, trigonometry and precalculus; the Calculus Readiness Test is geared toward students (usually juniors and seniors) enrolled in precalculus and calculus courses. Tests are offered at no cost to students or their high schools.

            In addition, 2006 S.B. 311 requires the state's P-16 council, "The partnership for continued learning, in collaboration with the Ohio board of regents and the state board of education, [to] recommend a means of assessing high school students' college and work readiness, especially in English and mathematics." The assessment(s) recommended by the partnership must:
            "(A) Measure students' skills against identified college and work-ready expectations in English and mathematics and serve as an indicator of students' readiness to successfully complete introductory level coursework at an institution of higher education and to avoid remedial coursework;
            (B) Promote consistency in high school academic course content, quality, and expectations;
            (C) Provide individual students with information to assist in planning the remaining high school learning experience;
            (D) Serve as one indicator for college admission or placement; [and]
            (E) Assist institutions of higher education in aligning remedial coursework with the college and work-ready expectations measured by the assessments."
            The partnership must consider existing state and commercial assessments, including the Ohio graduation tests.

            The state board of education, by July 2012, must "select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. The measures may include, but need not be limited to, student performance on the assessments recommended" by the partnership
            .
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics and science starting with class of 2014.
            State programs targeted at STEM achievement among female, low-income and minority students Yes, 2007 legislation authorized the creation of targeted STEM schools that will offer a rigorous, diverse, integrated and project-based curriculum to students in any of 6th-12th grades that do all of the following:
            • Emphasize the role of STEM subjects in promoting innovation and economic progress.
            • Incorporates scientific inquiry and technological design.
            • Include the arts and humanities.
            • Emphasize personalized learning and teamwork skills.
            Approved schools are required to assert their best effort to attract a diverse student body that reflects the community, and schools must recruit students from disadvantaged and underrepresented groups.
            Sources Recruitment: 2007 H.B. 119 (section 375.20.60) , Ohio's Commitment to STEM Education
            End-of-Course: Ohio Department of Education Web site, accessed 2/26/2008
            Dual Enrollment/Early College/Middle College: 2007 H.B. 119 (Secs. 269.10.90, 375.20.60) Ohio Board of Regents press release, accessed 2/25/2008, Project Lead the Way Ohio Web site, accessed 2/26/2008
            College readiness: Ohio Early Mathematics Placement Testing Program Web site; OHIO. REV. CODE ANN. § 3301.43, 3302.032 (2006 S.B. 311)
            Rigorous Graduation Requirements: OHIO REV. CODE ANN. § 3313.603
            Low-Income/Minority: 2007 H.B. 119 (starting with section 3326.01)

            Oklahoma
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Teacher Shortage Employment Incentive Program
            This program reimburses eligible student loan expenses or pays an equivalent cash benefit to individuals who graduate from an Oklahoma accredited teacher education program, receive teaching certification in mathematics or science, and agree to teach in an Oklahoma public secondary school for at least five years.

            Future Teachers Scholarship
            This scholarship is awarded to high-achieving students who plan to teach in specified subjects, including science. Eligible recipients must agree to teach for at least three years in the subject area shortage upon graduation and certification. Awards depend upon full-time or part-time status of student and institution that the student attends, with a maximum award of $1,500 per school year. Recipients must be nominated by the college in which they are enrolled on the basis of specified criteria, which includes high school class ranking, ACT or SAT score, or a record of outstanding success at the undergraduate level.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, the Oklahoma Teacher Preparation Act provides for a continuing education program for mathematics teachers. Under the program, teachers employed to teach mathematics may obtain their certification; teachers who already have their certification may take higher education courses to further their professional development. The program pays for up to $100 per credit hour (with a maximum of 24 credit hours for teachers taking higher education courses). Teachers seeking to obtain their certification in mathematics are given priority in funding.

            Annual implementation of the program is contingent upon the level of per pupil funding, which must be at least 90% of the regional average expenditure.

            State support for pre-AP alignment programs Yes. The state board is authorized to award funds for schools to develop AP vertical teams. Statute defines a vertical team as "a group of middle school or junior high school and high school educators in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students acquire the academic skills necessary for success in the advanced placement program[.]" A vertical team must "include at least one representative from each grade level in the content area" grades 7-12.

            The state board is also authorized to award schools funds to subsidize training for pre-AP teachers.

            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course exams in Algebra I, Algebra II, Geometry and Biology I.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, the Oklahoma State Regents for Higher Education offers EXPLORE and PLAN to districts at no charge. All students in participating districts must take EXPLORE in 8th grade, PLAN in 10th grade and ACT in 11th or 12th grade.

            In addition, the state makes available the Oklahoma Early Mathematics Testing Program (OKTEMTP), a voluntary online assessment that allows students to determine their readiness for entry-level postsecondary mathematics coursework. Students logging in to the OKEMTP site automatically go to the Kentucky Early Mathematics Testing Program (KEMTP) Web site.
            State has adopted rigorous graduation requirements in math and science for all students Yes for science starting with class of 2010.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: OKLA. STAT. TIT. 70, § 698.3, § 698.1, OKLA. ADMIN. CODE § 610:25-7-1 - § 610:25-7-8, OKLA. ADMIN. CODE § 610:25-9-1 - § 610:25-9-7, Oklahoma State Regents for Higher Education Web sites for Teacher Shortage Employment Incentive Program and Future Teachers Scholarship, both accessed 2/28/0008
            Professional development: OKLA. STAT. TIT. 70, § 6-195.1
            Pre-AP: OKLA. STAT. TIT. 70, § 1210.702
            End-of-Course: OKLA. STAT. TIT. 70, § 1210.508(7), 1210.523, Oklahoma Testing 2007 – 2008 Test Dates, accessed 2/28/2008
            College Ready Measures:
            Oklahoma State Regents EPAS Web site; Oklahoma Early Mathematics Testing Program (OKEMTP) Web site
            Rigorous Graduation Requirements:
            OKLA. STAT. ANN. TIT. 70, § 11-103.6, 11-103.6f; OKLA. ADMIN. CODE § 210:35-9-31

            Oregon
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources

            Pennsylvania
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the Scholars in Education Award provides forgivable loans to eligible residents who intend to teach science or mathematics. To be eligible, recipients must agree to spend the major portion of the school day teaching mathematics or science for one school year for each annual award the student receives. Fulfillment of the teaching commitment commences with the school year immediately following receipt of the bachelor's degree. Recipients who fail to honor the specified teaching commitment are required to repay to the amount of the awards received plus interest.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state will administer an Algebra II end-of-course assessment beginning in 2008.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: PA. STAT. ANN. TIT. 24 § 121.152 - § 121.159
            End-of-course: American Diploma Project (ADP) press release

            Rhode Island
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state will administer an end-of-course exam in Algebra II starting in 2008.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources End-of-course: American Diploma Project (ADP) press release

            South Carolina
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the South Carolina Teacher Loan Program allows recipients to cancel portions of their loan indebtedness by teaching in certain critical geographic and subject areas. Mathematics and science are listed as critical shortage areas for the 2008-09 school year. Loans for teachers in critical shortage subjects are forgiven at a rate of 20% of the loan amount for each year spent teaching in a public school. Funds also may be used for the cost of participation in the critical needs certification program.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, the Critical Teaching Needs program was established to encourage the offering of specially designed courses in critical needs areas - including mathematics, science and computer education - for public school teachers. The program provides funding to districts for professional development, which can take the form of college credit or certificate renewal courses. Districts may apply for funds to conduct courses for certificate renewal or to contract with colleges to offer the prescribed courses. Teachers are given preference, although principals, curriculum coordinators and directors of instruction also are eligible if space permits.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course exams in Algebra I, Math for the Technologies 2 and Physical Science. Pending department support from the General Assembly, a revised Biology end-of-course assessment will be piloted in spring 2008 and implemented in spring 2009.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified

            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, all 10th graders must be offered the PSAT or PLAN.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: S.C. CODE. ANN. § 59-26-20( j), South Carolina Student Loan Corporation Web site, accessed 3/17/2008
            Professional Development: S.C. CODE REGS. 43-500, Department of Education Web site, accessed 3/17/2008
            End-of-course: S.C. CODE. ANN. § 59-18.310, S.C. CODE REGS. 43-262.4; Theresa Siskind, Director, Office of Assessment, Division of Curriculum Services and Assessment, South Carolina State Department of Education
            Dual Enrollment/Early College/Middle College: S.C. CODE REGS 43-234 (G)
            College readiness: S.C. CODE ANN. § 59-18-350

            South Dakota
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics and science starting with class of 2010.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Dual Enrollment/Early College/Middle College: S.D. CODIFIED LAWS § 13-28-37
            Rigorous Graduation Requirements: S.D. ADMIN. R. 24:43:11:02

            Tennessee
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Tennessee Math and Science Teacher's Loan Forgiveness
            This program provides financial assistance to public school teachers seeking an advanced degree in mathematics or science, or a certification to teach mathematics or a science. Loan forgiveness requires employment in a public school system two years for each year of the loan. Recipients will receive $2,000 per academic year, regardless of the number of terms enrolled within that academic year. The total amount may not exceed $10,000.

            HOPE Teacher's Scholarship
            Tenured public school teachers may receive HOPE Teacher's Scholarships if they meet specified eligibility requirements. Recipients must be admitted to and attending an eligible postsecondary institution seeking an advanced degree in mathematics or science, or certification to teach mathematics or science. Recipients must maintain satisfactory progress in their program of study and agree to teach mathematics or science for two academic years for each year of scholarship funding. Scholarships awarded to a teacher shall be $2,000 per year, with the total award not to exceed $10,000 for all years required for the teacher's program of study.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course exams in Algebra I, Math for Technology II, Math Foundations I, Biology I, Biology for Technology and Physical Science.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, state operates a program that provides grants and technical assistance to public and non-profit organizations that provide after school educational programs. Eligible programs must be available for an average of 15 hours a week and provide for mathematics or science skills development and enhancement. (Programs must also meet other specified requirements.) Preference is given to programs that are targeted towards lower-income students, those at risk of educational disadvantage and those attending schools not making adequate yearly progress under NCLB.
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for science.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: TENN. CODE ANN. § 49-4-212, TENN. COMP. R. & REGS. R. 1640-1-20-.01 - 1640-1-20-.11, Tennessee Student Assistance Corporation Web site, accessed 3/21/2008, TENN. CODE ANN. § 49-4-936
            End-of-course: Tennessee Department of Education TCAP Secondary Assessments Web site
            Dual Enrollment/Early College/Middle College: TENN. CODE ANN. § 49-4-930
            Support for after-school/ELO programs in STEM: TENN. CODE ANN. § 49-6-701 - § 49-6-70
            Rigorous Graduation requirements: TENN. COMP. R. & REGS. 0520-1-3-.05(6)(c)

            Texas
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Careers to Classrooms
            This program is designed to recruit teachers to districts with concentrations of disadvantaged students where there is a shortage of teachers in mathematics, science, computer science and engineering. The program provides a stipend of $5,000 to mitigate the costs incurred while obtaining certification as a teacher or educational aid. Recipients must agree to teach mathematics or science for two years in a district with a concentration of disadvantaged students.

            Classroom Teacher Repayment Assistance Program

            The purpose of the Classroom Teacher Repayment Assistance Program is to recruit and retain classroom teachers in communities and subjects for which there is an acute shortage of teachers. Mathematics and science have been designated as teacher shortage areas by the Texas Education Agency for the 2007-08 school year. Eligible recipients must have been teaching in a public school in the state for at least one year, and may be awarded funds for loan repayment up to $5,000.

            Teach for Texas Loan Repayment Assistance Program
            This program is designed to attract and retain teachers to shortage areas. It qualifies teachers in shortage areas for education loan repayment for up to $5,000. Shortage areas include mathematics and science. Recipients are eligible for a maximum annual repayment amount of $5,000, with a total amount of $20,000. Annual loan repayments are disbursed after verification of eligible teaching for a complete academic year.

            Future Teacher Loan Program

            The purpose of the Future Teacher Loan Program is to provide forgiveable loans to students preparing to teach subjects for which teachers are critically needed. In order to be eligible, applicants must be enrolled in an approved teacher education program, be preparing to teach a critical need subject and have established financial need. The maximum amount of loan to any qualified applicant in a fiscal year is $2,500, with $5,000 as the maximum amount any one recipient may receive. Mathematics and science have been designated as teacher shortage areas by the Texas Education Agency for the 2007-08 school year.

            District Awards for Teacher Excellence (DATE)
            The DATE program offers districts with flexibility in designing a financial award system that meets their local needs and promotes academic achievement. Under this program, a district must create a district-wide award program or choose to target certain schools within the district. Part II funds - which represent a maximum of 40% of the total district award - may be used to recruit and retain teachers in critical shortage areas.

            Awards for Student Achievement
            The Awards for Student Achievement program provides eligible campuses with grant funds to be used to reward teachers who have a positive impact on improving student achievement. Campuses must use 75% of awarded funds to provide incentive payments to classroom teachers. When distributing funds to classroom teachers, campuses may take into consideration that a teacher is teaching a subject that has been designated by the state commissioner as a subject historically experiencing a critical shortage of teachers. Mathematics and science have been designated as teacher shortage areas by the Texas Education Agency for the 2007-08 school year.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, multiple provisions.

            Texas Science, Technology, Engineering and Mathematics (T-STEM) Centers
            The state has established, through partnerships with non-profits, universities and local school agencies, five T-STEM Centers to develop new STEM instructional materials. The centers will also provide professional development training to teachers and school leaders, and will evaluate the practices used at recently established T-STEM Academies to identify successful practices that can be duplicated in other schools throughout the state. (T-STEM Academies are small high schools formed through the states T-STEM initiative.)

            T-STEM Best Practices Network
            This network serves as a conduit for sharing best practices and lessons learned from the T-STEM Academies and Centers with all middle and high schools. Schools will have access to relevant professional development, rigorous mathematics and science curriculum, lessons plans infused with real-world activities in mathematics and science and expert and peer advice.

            Master Mathematics or Science Teachers
            The state has established grant programs to encourage teachers to become certified as master mathematics or science teachers. Eligible teachers must have at least three years of teaching experience and complete a knowledge-based course of instruction that includes training in mathematics or science instruction and professional peer mentoring techniques that have been proven effective through scientific testing. Districts may apply for funds to pay stipends of up to $5,000 to master-teachers who teach at a high-need campus and have primary responsibilities of teaching science or mathematics and serving as a teaching mentor to other teachers.

            Mathematics Instructional Coaches Pilot Program
            2007 legislation directed the state commissioner to establish a pilot program to promote college and workforce readiness at eligible districts and open-enrollment charter schools by providing assistance in developing the content knowledge and instructional expertise of mathematics teachers. Grant recipients must design and implement a pilot program in partnership with an entity from the Approved Service Provider List. (This includes - but is not restricted to - T-STEM Centers.) In March 2008, the Texas Education Agency released a Request for Applications for the pilot program.

            Mathematics, Science and Technology Teacher Prep Academies
            2007 legislation directed the Higher Education Coordinating Board to establish academies at certain institutions of higher education to improve the instructional skills of experienced teachers and students enrolled in teacher preparation program in mathematics, science and technology.

            Programs may: (1) Provide financial assistance for the purpose of allowing participants to complete the program and obtain a master teacher certificate; (2) Include programs in leadership skills to develop training, mentoring and coaching skills; (3) Deliver coursework electronically for some or all of the program; or (4) Provide for ongoing professional development and coordination with specific public school instructional programs.
            State support for pre-AP alignment programs Yes, the Lighthouse Initiative for Texas Classrooms provides online tools to help teachers connect the Texas Essential Knowledge and Skills and pre-AP and AP curricular objectives, to prepare students for AP-level coursework at the high school level.
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers exit exams in Algebra I, Geometry and Biology. Additional exit exams are expected to be implemented in the coming years in Chemistry (2009), Physics (2010) and Algebra II (2011).
            State support for STEM mentoring and real work internship programs for students Yes, multiple provisions.

            Cooperative Program with Johnson Space Center (JSC)
            1999 legislation authorized the University of Houston to establish and coordinate a cooperative program with one or more school districts under which high school students may be employed by the university to work at NASA's JSC on a part-time basis during the school year or on a part-time or full-time basis during school holidays or vacations.

            The JSC is responsible for: (1) placing, supervising and evaluating each student who participates in the cooperative program; and (2) ensuring that the student performs work related to the study of science, mathematics or engineering to encourage students to study those courses after high school graduation at an institution of higher education.

            T-STEM Academies
            The 35 T-STEM academies include a mixture of charter schools, traditional public schools and schools operated in conjunction with an institution of higher education. All academies will begin at 6th grade and focus on the most challenged school districts and the most disadvantaged students across the state. Academies will include partnerships with employers to expose students to careers in STEM fields.

            Additionally, the Texas Academy of Mathematics and Science provides students with an awareness of mathematics and science careers and professional development opportunities through seminars, workshops, collaboration with postsecondary and university students including opportunities for summer studies and internships in foreign countries.
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, multiple provisions.

            Gifted and Talented Student Allotments
            Each year the state allots funds to districts to use for the education of gifted and talented students. Once each district has received their allotted funds, the state board of is authorized to use up to $500,000 of the remaining funds for programs such as MathCounts, Future Problem Solving, Odyssey of the Mind and Academic Decathlon. The funds must be used to train personnel and to provide program services.

            Engineering Summer Program
            2007 legislation directed the the Higher Education Coordinating Board to establish and administer a one-week summer program to take place on the campus of each general academic teaching institution that offers an engineering degree program. The summer program must be designed for middle and high school students and expose those students to mathematics, science and engineering concepts that a student in an engineering degree program may encounter.

            The Texas State Science and Engineering Fair (TSSEF)
            Conducted annually by the board for Higher Education Coordinating Board, the TSSEF is intended to promote an appreciation for and interest in science, mathematics and engineering among precollege students. The TSSEF is the pathway for 9th-12th grade students to advance from regional-level science fairs to state-level opportunities. The TSSEF provides access to the International Science and Engineering Fair for Texas precollege students.

            Cooperative Program With Johnson Space Center (JSC)
            1999 legislation authorized the University of Houston to establish and coordinate a cooperative program with one or more school districts under which high school students may be employed by the university to work at NASA's JSC on a part-time basis during the school year or on a part-time or full-time basis during school holidays or vacations.

            The JSC is responsible for: (1) placing, supervising and evaluating each student who participates in the cooperative program; and (2) ensuring that the student performs work related to the study of science, mathematics or engineering to encourage students to study those courses after high school graduation at an institution of higher education.
            State offers college readiness assessments in math and/or science Yes, performance on the TAKS exit-level mathematics tests is used to assess not only a student's level of academic preparation for graduation but also the student's readiness to enroll in an institution of higher education. This performance standard, called the Higher Education Readiness Component, is separate from the TAKS performance standards and was established by the Higher Education Coordinating Board. A student who meets this standard is not required to participate in state-mandated college readiness assessments in the relevant subject area prior to undergraduate enrollment.

            Additionally, statutes require that any end-of-course assessment that may be developed must be able "to determine the appropriate placement of a student in a course of the same subject matter at an institution of higher education."
            State has adopted rigorous graduation requirements in math and science for all students Yes for mathematics.
            State programs targeted at STEM achievement among female, low-income and minority students Yes, multiple provisions

            T-STEM Academies
            The newly established 35 T-STEM academies include a mixture of charter schools, traditional public schools and schools operated in conjunction with an institution of higher education. Academies are non-selective with the majority of their populations being high-need students. All academies either include 6th-12th grades or actively work with feeder middle schools. Academies also include partnerships with employers to expose students to careers in STEM fields, and will create university or college partnerships for mentoring, fostering a college-going culture and the provision of college-level courses/dual credit.

            Engineering and Science Recruitment Fund
            The Engineering and Science Recruitment Fund supports the recruitment of women and ethnic minorities into engineering and science programs in higher education institutions. In 2007-08, grants will be awarded to four entities to help fund 17 projects designed to support the recruitment of women and minorities into these fields and to assist them in preparing for, or participating in, programs leading to an undergraduate degree in engineering or science from a university or college.
            Sources Recruitment: TEX. EDUC. CODE § 21-601 - § 21-611, TEX. EDUC. CODE § 61.702, TEX. ADMIN. CODE TIT. 19, § 21.2020 - § 21.2026,TEX. EDUC. CODE § 56.351 - § 56.356, TEX. ADMIN. CODE TIT. 19, § 21.431 - § 21.448, TEX. ADMIN. CODE TIT. 19, § 21.221 - § 21.241, EXECUTIVE ORDER RP51TEX. EDUC. CODE § 21.701 - TEX. EDUC. CODE § 21.707, TEX. EDUC. CODE § 21.651 - § 21.658, Texas Higher Education Coordinating Board Web site, Texas Education Agency press release, accessed 3/21/2008, accessed 3/21/2008
            Professional Development: Executive Order RP53, TEX. EDUC. CODE § 21.462, Texas High School Project Web site on T-STEM Centers and Best Practices Network, accessed 3/31/200, TEX. EDUC. CODE § 21.4541, TEX. EDUC. CODE ANN. § 21.411, § 21.413, TEX. ADMIN. CODE TIT. 19, § 102.1015, § 102.1013, , TEX. EDUC. CODE § 21.4541, Texas Education Agency, Request for Application #701-08-105 Mathematics Instructional Coaches Pilot Program, accessed 3/31/2008 , TEX. EDUC. CODE § 21.462, TEX. ADMIN. CODE TIT. 19, § 5.111 - § 5.115
            Pre-AP: Lighthouse Initiative: Web site, accessed 3/31/2008
            End-of-course: TEX. EDUC. CODE § 39.023, Texas Education Agency end-of-course exams, Web site, accessed 3/21/2008
            Student mentoring/internships: TEX. EDUC. CODE § 111.86, Texas Education Agency Web site, accessed 3/31/2008, TEX. EDUC. CODE § 78.10,
            College-Readiness: TEX. EDUC. CODE ANN. § 39.023(c), § 39.0232, § 51.3062; TEX. ADMIN. CODE TIT. 19, § 4.51 - § 4.55; Victoria Young, Director TAKS Reading, Writing and Social Studies, Texas Education Agency
            ELO programs: Support for after-school/ELO programs in STEM: TEX. EDUC CODE § 42.156, 2007 H.B. 2978, TEX. EDUC CODE § 61.089, TEX. ADMIN. CODE TIT. 19, § 4.131 - § 4.135, TEX. EDUC. CODE § 61.078
            Rigorous Graduation Requirements: TEX. ADMIN. CODE TIT. 19, § 74.53, TEX. ADMIN. CODE TIT. 19, § 74.63
            Low-income/minority: Executive Order RP53, Texas Education Agency Web site, accessed 3/31/2008, TEX. EDUC. CODE ANN. § 51.601 - § 51.608, Texas Education Agency Web site, accessed 3/31/2008

            Utah
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Salary Supplement
            2008 legislation created a salary supplement beginning in fiscal year 2008-09 for teachers of certain subjects, including secondary mathematics, chemistry or physics. Qualified full-time teachers would be eligible for a salary supplement of $4,100, with part-time teachers receiving an adjusted portion of that amount.

            The legislation directs the Department of Human Resource Management to create an online application system for a teacher to apply to receive a salary supplement through the Teacher Salary Supplement Program, determine teacher eligibility and certify a list of eligible teachers and the amount of their salary supplement to the Division of Finance.

            The bill also created the Utah Science, Technology and Research (USTAR) Initiative Centers Program. The voluntary grant was created to provide financial incentives for districts and charter schools to adopt programs that result in a more efficient use of human resources and capital facilities. Grant money may be used to provide full-year teacher contracts, part-time teacher contact extensions or combinations of bother for mathematics and science teachers.

            Public Education Job Enhancement Program
            Program is designed in part to attract, train and retain highly qualified secondary teachers with expertise in mathematics, physics, chemistry, physical science, learning technology or information technology. The program provides for a competitive award of up to $20,000 or a scholarship to cover the tuition costs for a master's degree, an endorsement or graduate education to be given to selected public school teachers who agree to teach in the state's public education system for four years. Recipients are responsible for repayment of award for failing to fulfill commitment.

            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, the Public Education Job Enhancement Program is designed in part to train highly qualified secondary teachers in mathematics, physics, chemistry, physical science, learning technology and information technology. The program provides for awards of up to $20,000 or a scholarship to cover the tuition costs for a master's degree, an endorsement, or graduate education to be given to selected public school teachers on a competitive basis.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course exams in Pre-Algebra, Elementary Algebra, Geometry, Applied Math I & II, Biology, Chemistry, Physics and Earth Science. 2007 H.B. 155 directs an end-of-course exam in Intermediate Algebra to be developed.
            State support for STEM mentoring and real work internship programs for students Yes, Mathematics, Engineering, Science Achievement (MESA) program is intended to increase the number of under-served minority and female students who pursue course work, advanced study and possible careers in STEM subjects. Approved activities that participating districts or schools may use state funds for include internships or work experiences in identified areas which may be encouraged by student stipends or academic credit or both.
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, operating within the Governor's Office of Economic Development, the science and technology education program provides direct support for programs such as a science and technology camp and Science Olympiads.

            Additionally, the state-supported Mathematics, Engineering, Science Achievement (MESA) program is intended to increase the number of under-served minority and female students who pursue course work, advanced study and possible careers in STEM subjects. Approved activities that participating districts or schools may use state funds for include field trips, science fairs, mathematics competitions and extracurricular mathematics or science activities.
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, state provides grants to enable districts and schools to operate Mathematics, Engineering, Science Achievement (MESA) programs. State law dictates that available at-risk funds are to be used to support MESA programs. MESA is intended to increase the number of under-served minority and female students who pursue course work, advanced study and possible careers in STEM subjects. Approved courses include secondary courses that place targeted students on a college preparation track for post high school opportunities in mathematics and science, and may include concurrent enrollment opportunities or AP classes.

            Approved MESA activities include:
            • After-school guest presenters.
            • Tutoring sessions, particularly in mathematics and science, including study aids.
            • Field trips.
            • Practical activities designed to introduce students to career possibilities, curriculum options or additional courses of study.
            • Meaningful experiences and opportunities to discuss career opportunities in mathematics, engineering, and science, including teaching in these fields as a potential career.
            • Academic service-learning designed to address school interest and attendance issues as well as to introduce targeted students to STEM-related businesses/activities, science and opportunities for high school and post-secondary classes and the future.
            • Internships or work experiences in identified areas which may be encouraged by student stipends or academic credit or both.
            • Science fairs.
            • Mathematics competitions.
            • Extracurricular mathematics or science activities.
            Sources Recruitment: 2008 S.B. 2, UTAH CODE ANN. § 53A-1a-601
            Professional Development: UTAH CODE ANN. § 53A-1a-601
            End-of-course: UTAH CODE ANN. § 53A-1-602, § 53A-1-603, § 53A-1-611, Sandy Johnson, Utah State Office of Education, 2007 H.B. 155
            Student Mentoring/Internships: UTAH CODE ANN. § 53A-17a-121, UTAH. ADMIN. R277-717
            ELO programs: UTAH CODE ANN. § 63-38f-608, UTAH CODE ANN. § 53A-17a-121, UTAH. ADMIN. R277-717
            Low-Income/Minority: UTAH CODE ANN. § 53A-17a-121, UTAH. ADMIN. R277-717

            Vermont
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, state offers partial or complete loan cancellation under its student loan program for a borrower who is employed for a complete school year who is teaching full-time in the mathematics, science or computer science during a year when there is a critical shortage of licensed teachers in that area. For the 2007-08 school year, secondary mathematics and science are listed as areas of critical shortage.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: VT. STAT. ANN. TIT. 16 §, 2869, Critical Shortage List 2007-2008 School Year

            Virgin Islands
            High School-Level STEM Initiatives

            Virginia
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the Virginia Teaching Scholarship Loan Program provides financial support to students who are preparing to teach in an area of critical teaching shortage. Upon completion of the teacher preparation program, the scholarship-loan may be totally forgiven if the student teaches for four semesters in the critical shortage field. For the 2007-08 school year, 6th-12th grade mathematics was designated a critical shortage area.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state administers end-of-course exams in Algebra I, Algebra II, Geometry, Earth Science, Biology and Chemistry.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students Yes for science.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: VA. CODE ANN. § 22.1-290.01, VA. ADMIN. CODE TIT. 8, § 20-650-30, State of Virginia Critical Shortage Teaching Endorsement Areas for 2007-2008 School Year, accessed 4/25/2008
            End-of-course: VA. CODE ANN. § 22.1-253.13:3(C)
            Rigorous Graduation requirements: VA. ADMIN. CODE TIT. 8, § 20-131-50

            Washington
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, multiple provisions.

            Future Teachers Conditional Scholarship and Loan Repayment Program
            Encourages students and paraprofessionals to become teachers, and encourages current teachers to obtain additional endorsements in teacher shortage subjects. Participants agree to teach in a public school in return for scholarships or repayment of student loans. Individuals seeking certification or additional endorsements in mathematics or science receive priority. (Additional subjects also receive priority.)

            Incentive Loan Program for Mathematics and Science Teachers
            Provides long-term educational loans to applicants with demonstrated academic competency and financial need who intend to pursue teaching careers in mathematics or science in public schools. The program offers a financial incentive by providing the forgiveness of loan repayments for each payment period in which the borrower teaches science or mathematics in a Washington public school.

            Masters in Education Reimbursement Program
            Partially reimburses teachers or teacher candidates for educational expenses incurred when they receive a master's degree in teaching or education. In order to be eligible for reimbursement, recipients must return to teach in a public school. Expenses incurred may be repaid for one year of master's level studies at an eligible institution of higher education. Priority is given to applicants who possess a mathematics or science teaching credential.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) Yes, multiple provisions.

            Learning Assistance Program
            The Learning Assistance Program provides districts with state funds to assist underachieving students, as identified through statewide assessments. Authorized activities that districts may use funds for include professional development for certified staff that focuses on mathematics content and instructional strategies. (Also pertains to reading.)

            Learning Improvement Days
            Provides funds to districts for the creation of targeted professional development programs to further the development of outstanding mathematics and science teaching and learning opportunities in the state. (Also pertains to reading.) The expected outcomes of these programs are the provision of meaningful, targeted professional development for all teachers in mathematics or science.

            Activities that may be conducted on learning improvement days include:
            • Developing and updating student learning improvement plans.
            • Implementing curriculum materials and instructional strategies.
            • Providing professional development to implement the selected curricula and instruction.
            • Developing and implementing assessment strategies and training in assessment scoring.
            Mathematics and Science Instructional Coaches
            2007 legislation directed the superintendent of public instruction to develop a mathematics and science instructional coach program that includes an initial coach development experience for new coaches provided through an institute setting, coaching support seminars, and additional coach development services. Instructional coaches will be focused on supporting teachers as they apply knowledge, develop skills, polish techniques and deepen their understanding of content and instructional practices. This work takes a number of forms including: Individualized professional development, department-wide and school-wide professional development, guidance in student data interpretation and using assessment to guide instruction. Washington State University is responsible for evaluating and preparing a report on the program, with an interim report due November 2008 and a final report due December 2009.
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students Yes, 2007 legislation directed the superintendent of public education to provide support for statewide coordination for mathematics, science and technology education, including employing a statewide director for mathematics, science and technology. The duties of the director include developing and maintaining public-private partnerships to generate business and industry assistance to accomplish the creation and promotion of student internships and apprenticeships.
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM Yes, 2007 legislation directed the superintendent of public education to employ a statewide director for mathematics, science and technology. The duties of the director include coordinating youth opportunities in mathematics, science and technology, including facilitating student participation in school clubs, state-level fairs, national competitions and encouraging partnerships between students and university faculty or industry to facilitate such student participation.

            In an effort to increase pre-college and pre-work interest in STEM fields, the director is also directed to collaborate with the community and technical colleges, the four-year institutions of higher education and the workforce training and education coordinating board to conduct outreach efforts to attract middle and high school students to careers in STEM fields and to educate students about the coursework that is necessary to be adequately prepared to succeed in these fields.

            Additionally, the legislation created the after-school mathematics support program to study the effects of intentional, skilled mathematics support included as part of an existing after-school activity program. The grant program will provide grants to selected community-based, nonprofit organizations that provide after-school programs and include support for students to learn mathematics. (Priority will be given to applicants that propose programs to serve middle school and junior high school students.)
            State offers college readiness assessments in math and/or science Yes, Phase II of the Transition Math Project (TMP) includes a mathematics placement testing initiative that includes developing a pilot diagnostic assessment tool, linked to the TMP College Readiness Standards, that would be available to students across the state by summer 2009. Subject to funding, districts will be required to provide all high school students enrolled in the district the option of taking the assessment at no cost to the student.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, multiple provisions.

            Mathematics, Engineering and Science Achievement (MESA)
            MESA is designed to increase the number of people from under-represented groups in STEM subjects. Students are targeted in grades 6-12 in hopes that they acquire the necessary skills for higher education in these STEM fields. Students are also given information regarding potential career opportunities in STEM-related areas. The program encourages students in the targeted groups to acquire the academic skills needed to study mathematics, engineering or related sciences at an institution of higher education. Through MESA's activities, participating students receive educational enrichment experiences and practical help needed to prepare for university-level studies in a variety of science and technology related fields.

            Director for Mathematics, Science and Technology
            2007 legislation directed the state superintendent of public instruction to employ a statewide director for mathematics, science, and technology. The duties of the director include supporting a public-private partnership to provide enriching opportunities in mathematics, engineering, and science for underrepresented students in K-12th grades using exemplary materials and instructional approaches.
            Sources Recruitment: WASH. REV. CODE § 28B.102.010080, Washington Higher Education Coordination Board Web site, accessed 4/28/2008, WASH. REV. CODE § 28B.15.760-766, WASH. ADMIN. CODE § 250-60, WASH. ADMIN. CODE § 250-81
            Professional Development: WASH. REV. CODE ANN. § 28A.165.035, WASH. REV. CODE ANN. § 28A.415.360, WASH. ADMIN. CODE § 392-140-957, WASH. REV. CODE ANN. § 28A.415.380, 2007 H.B. 1906
            Student mentoring/internships: 2007 H.B. 1906, WASH. REV. CODE § 28A.300.515
            Dual Enrollment/Early College/Middle College: WASH. REV. CODE § 28A.600.300-390
            ELO programs: 2007 H.B. 1906, WASH. REV. CODE § 28A.300.515, WASH. REV. CODE § 28A.300.510
            Low-income/minority: WASH. REV. CODE § 28A.625.210
            College readiness:
            2007 H.B. 1906, WASH. REV. CODE § 28B.10.679, WASH. REV. CODE § 28A.320.180, Transition Mathematics Project Web site, accessed 4/30/2008
            Rigorous Graduation Requirements: WASH. ADMIN. CODE § 180-51-060
            Low-Income/Minority: WASH. REV. CODE § 28A.625.210, Washington MESA Web site, accessed 4/30/2008, 2007 H.B. 1906, WASH. REV. CODE § 28A.300.515

            West Virginia
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the Underwood-Smith Teacher Scholarship provides up to $5,000 for each academic year of higher education in preparation for becoming a teacher. Recipients are required to fulfill a two-year teaching commitment for each year of scholarship receipt within 10 years of completing the preparation program. Priority is given to the most highly qualified applicants who intend to pursue teaching careers in areas of critical need and shortage - who are required to fulfill one year of teaching for each year of scholarship - and those who show interest in pursuing teaching careers in mathematics and science and who are underrepresented in those fields.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines Yes, state will administer an Algebra I end-of-course, beginning in 2008-09.
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, students are required to take the PLAN in 10th grade, except for those students who meet the criteria for the Alternative Performance Task Assessment (APTA). In addition, effective with the 2008-09 school year, all 11th students will be required to take the ACT.

            In addition, the state will offer three curriculum pathways, effective with the Class of 2009. Students in the "professional pathway" (college-bound pathway) and college-bound students in the "skilled pathway" who do not meet the state assessment college readiness benchmark in or mathematics on the ACT during their junior year will be required to take a college transition mathematics course during their senior year.
            State has adopted rigorous graduation requirements in math and science for all students Yes for Science. Algebra II will be recommended but not required for all students starting with class of 2012.
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: W. VA. CODE § 18C-4-1 - § 18C-4-5
            Professional development: W. VA. CODE § 18-2E-7(d)(12)
            End-of-Course: Jan Barth, Office of Student Services, West Virginia Department of Education
            Dual Enrollment/Early College/Middle College: W. VA. CODE ST. R. § 133-19-1 - W. VA. CODE ST. R. § 133-19-10
            College Readiness: Jan Barth, Office of Student Services, West Virginia Department of Education
            Rigorous Graduation requirements: W. VA. CODE ST. R. § 126-42-5

            Wisconsin
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers None identified
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs Funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority/rural schools. The NGA strategy includes expanding AP courses; AP professional development for teachers, administrators and counselors; preparing students in the middle grades for AP rigor, and using the PSAT to measure AP potential.
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science No
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students Yes, the state awards grants to school districts to develop innovative instructional programs in STEM subjects that support pupils who are typically underrepresented and increase their academic achievement in those subjects. Additionally, the state provides minority pupils scholarship awards for precollege programs that include "special experiences" such as computer camps and workshops in in subjects such as mathematics and science.
            Sources Dual Enrollment/Early College/Middle College: WIS. STAT. § 118.55
            Low-income/minority: WIS. STAT. § 115.28, WIS ADMIN CODE § 22.04

            Wyoming
            High School-Level STEM Initiatives
            State recruitment efforts for STEM teachers Yes, the teacher shortage loan repayment program targets future teachers in mathematics, science, special education and foreign language. The loan program is designed to meet the unmet financial needs of students who are at least juniors in teacher education programs at the University of Wyoming.

            Recipients repay their loans by working at least 50% in the targeted areas listed above. The loan obligations must be met in the minimum amount of time necessary to repay plus two years. For purposes of repayment, one year of full-time employment repays the loan balance for one academic year of enrollment.
            Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies) None identified
            State support for pre-AP alignment programs None identified
            State requires or makes available end-of-course exams in STEM disciplines No
            State support for STEM mentoring and real work internship programs for students None identified
            State-level dual enrollment/early college/middle college programs focused on STEM disciplines None identified
            State support for afterschool/ELO programs in STEM (such as robotics, science Olympiad, INTEL) that focus on supporting student interest in STEM None identified
            State offers college readiness assessments in math and/or science Yes, ACT or WorkKeys required for 11th graders.
            State has adopted rigorous graduation requirements in math and science for all students No
            State programs targeted at STEM achievement among female, low-income and minority students None identified
            Sources Recruitment: WYO. STAT. ANN. § 21-7-601
            Dual Enrollment/Early College/Middle College: WYO. STAT. § 21-20-201
            College Readiness: WYO. STAT. ANN. § 21-3-110(a)(xxix), 21-2-202(a)(xxx), Lacy Krakow, Wyoming Department of Education
            Graduation requirements: WYO. CODE R. 005-000-031(9)(a)(iii)



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