A path to recruiting more STEM teachers.

I strongly disagree with the implication in the News Feature “A classroom experiment” (J. Mervis, 6 February, p. [602][1]) that recruiting new K-12 teachers in science, technology, engineering, and mathematics (STEM) is futile and that efforts to improve education should instead focus on in-service teachers. For disciplines such as physics and chemistry, fewer than half of all classrooms are led by a teacher with a degree in the subject ([ 1 ][2]). Without efforts to improve recruitment, we cannot effectively address the severe shortage of physical science teachers with deep content knowledge. Teachers with deep content knowledge in their subject, along with mastery of content-specific pedagogical skills, are the most important factor in ensuring excellence in STEM education ([ 2 ][3]). The American Physical Society, American Association of Physics Teachers, and dozens of universities across the country have worked during the past 15 years to address the severe shortage of physics teachers through the Physics Teacher Education Coalition (PhysTEC) project. PhysTEC sites establish a positive climate for teaching in the physics department; offer experiences that expose students to the rewards and challenges of teaching; build effective pathways for students to earn a degree and certification; and host a master teacher who mentors students. The result: PhysTEC sites have more than doubled the number of graduates well prepared to teach physics. Moreover, in our experience, Noyce scholarships have provided critical financial support to PhysTEC students. Although scholarships alone are typically not enough to recruit new teachers, they are a key piece of the puzzle along with transforming disciplinary departments. I was also troubled by the inaccurate statement that “5-year attrition rates rise to 50% or higher.” Five-year retention rates for new teachers are about 70% ([ 3 ][4]), and retention rates for PhysTEC teachers are even higher ([ 4 ][5]). Propagating unfounded statements that confirm negative stereotypes about K-12 teaching is damaging and undermines efforts to improve it. ![Figure][6] The search for K-12 STEM teachers continues. PHOTO: [ISTOCKPHOTO.COM][7]/© ESTUDI M6 1. [↵][8] 1. J. G. Hill , “Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence from the 2007–08 Schools and Staffing Survey” (U.S. Department of Education, National Center for Education Statistics, Washington, DC, NCES 2011–317, 2011). 2. [↵][9] President's Council of Advisors on Science and Technology, “Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future” (Executive Office of the President, Washington, DC, 2010); [www.whitehouse.gov/administration/eop/ostp/pcast/docsreports][10]. 3. [↵][11] 1. R. Goldring, 2. S. Taie, 3. M. Riddles , “Teacher Attrition and Mobility: Results from the 2012–13 Teacher Follow-up Survey” (U.S. Department of Education, National Center for Education Statistics, Washington, DC, NCES 2014-077, 2014). 4. [↵][12] Physics Teacher Education Coalition, PhysTEC News 8, 1 (2014); [www.phystec.org/publicity/files/fall14.pdf][13]. [OpenUrl][14] [1]: /lookup/doi/10.1126/science.347.6222.602 [2]: #ref-1 [3]: #ref-2 [4]: #ref-3 [5]: #ref-4 [6]: pending:yes [7]: http://ISTOCKPHOTO.COM [8]: #xref-ref-1-1 "View reference 1 in text" [9]: #xref-ref-2-1 "View reference 2 in text" [10]: http://www.whitehouse.gov/administration/eop/ostp/pcast/docsreports [11]: #xref-ref-3-1 "View reference 3 in text" [12]: #xref-ref-4-1 "View reference 4 in text" [13]: http://www.phystec.org/publicity/files/fall14.pdf [14]: {openurl}?query=rft.jtitle%253DPhysTEC%2BNews%26rft.volume%253D8%26rft.spage%253D1%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx