Collaborating with the colleges that graduate new teachers, to step up the effectiveness of their education and professional development programs. One measure, for example, chooses one teacher in each school to serve as a full-time mentor and resource person for his or her peers. This specially trained individual assists with everything from computer literacy to investigatory experiments in the classroom. Forming partnerships with other institutions and agencies, from technology centers and professional societies to science-oriented businesses and industries. Producing programs to boost public awareness of the value of science and mathematics studies.
Many statistics already reflect encouraging trends throughout the state.
Out of the 39 states reporting, Connecticut was 4th in the percentage of students who take chemistry classes, and 2nd in those who take physics. What makes these evaluations more noteworthy is that the CMT became more academically challenging in 1993. An increase in post-secondary education. More revisions in teacher training programs. The achievement gap between wealthier suburbs and poorer cities is staggering.