Highly qualified science teachers are in short supply in the United States. What is keeping prospective science teachers out of the classroom? And how can education leaders ensure that there is parity in science classrooms across all districts and for all students? What do the numbers reveal about the quality and parity of science learning? Education Week Commentary editors challenged classroom teachers, teacher-educators, and researchers to tackle these questions and propose new ideas for improving science instruction. For more insight on the science-teaching landscape, a panel of business and STEM leaders from across the country offer their thoughts on what we might be overlooking in this conversation.
Coverage of science learning and career pathways is supported in part by a grant from The Noyce Foundation, at www.noycefdn.org. Education Week retains sole editorial control over the content of this coverage.