THE top man at one of the country's foremost employers of math- and science-oriented workers says his company could be successful without ever hiring another American. What does that say to policy-makers, educators and parents who want the next generation to be competitive in a global economy? A lot, actually.
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Craig Barrett, chairman of Intel Corp., made his remarks recently to a gathering of education reporters focused on whether the United States is falling behind other countries in math and science education. What Barrett had to say isn't comforting.
While Intel still has most of its work force in America, Barrett said he has no problem finding educated, productive employees elsewhere. Where our country once dominated, other nations are catching up in a big way.
"We chase the best talent, wherever they reside," he said. "If education is better and the work force is more productive, that's where I'll go." Today, that means companies are making scores of high-level hires in India, China and elsewhere.
Barrett points to lackluster preparation in math and science in the K-12 education system, the thousands of Americans who haven't graduated from high school and statistics showing that foreign students are making an ever-growing percentage of graduate engineering students as evidence that our country needs a greater focus on quality math and science education at all levels.
If he were put in charge of the country's education system, Barrett said he'd emphasize more math and science training for teachers and programs that put math and science professionals in the classroom. Deep math and science knowledge is the key, but teachers "are the magic" and must be paid well.
"If you pay good teachers the same as bad teachers, two things happen," he said. "Good teachers leave, and bad teachers stay."
Educators and parents must stop comparing students in one community or state to another and start thinking globally. Children in Oklahoma City need to compete now with those in China -- not just those in Norman and Edmond.
Barrett would raise standards so that students are expected to do more, noting that many high school exit exams require only eighth-grade-level knowledge. He'd also eliminate excuses the education establishment uses to justify low standards and low expectations, like language difficulty or socioeconomic status. "Nobody cares if you had a difficult time in math because you speak a different language," Barrett said.
Some quibble with the idea that the country needs more math and science professionals. Even with that argument aside, there's no reason Americans should sit back and just accept that our children's education preparation is either inferior or fast becoming that when compared with other children in the world.
We can do better. So can our kids.
What we should do Here's what we think can be done to help improve math and science education in Oklahoma:
Merit pay and differentiated pay. Higher pay and bonuses should be available to those teaching in high-demand areas, including high-level courses like calculus and physics.
Allow adjunct instructors. Local schools should have the authority to hire math and science professionals to teach courses in their area of expertise without requiring an education degree or going through the entire alternative certification process.
Training. Continue to provide meaningful professional development for math and science teachers that increases their subject knowledge.
High expectations. Schools must foster the belief that all kids can and will succeed in math and science. Far too many children are told it's OK not to "get math," putting them on a path of mediocrity and failure.
