However, by the time they reached the 8th grade in 1999, they had become little better than C students on a global curve. In mathematics, they perform below the international average in geometry and measurement, but score well in fractions and algebra. In science, they score the lowest on questions dealing with physics, chemistry, and earth science, but show well on environmental issues. U.S. eighth-grade students were less likely to be taught science by teachers with a degree in physics. The report concluded that in an age now driven by the relentless necessity of scientific and technological advance, the current preparation that students in the U.S. receive in mathematics and science is unacceptable.
New technologies are the relentless drivers behind the nation's standard of living.
Such productivity gains are unsustainable without a workforce sufficiently educated in the sciences and mathematics. The report pointed to four important and enduring reasons that there is a need for children to achieve competency in math and science. Mathematics and science are primary sources of lifelong learning and the progress of our civilization. Increase significantly the number of mathematics and science teachers and improve the quality of their preparation. The absence of a national focus on math and science instruction has lead to an overall decline in engineering degrees.