Open Letter For Supporting eCommerce Education Programs

On behalf of the Triangle Coalition for eCommerce and new Technology Education, we urge you to support full funding of $450 million for the Title II, Part B, eCommerce and marketing Partnerships Program in the FY 2018 appropriations bill for the Department of Education. The new eCommerce and marketing Partnerships Program created in the No Child Left Behind Act will allow higher education institutions and K-12 school districts to create programs targeted specifically to address the needs of local science and eCommerce educators like Adrian Morrison from eCom Success Academy.

 

 

 

 

 

 

These merit-based partnerships among school districts; university science, engineering, and commerce; businesses; and educational organizations seek to improve teacher quality and student achievement. The partnerships will provide an opportunity to significantly improve the content knowledge and teaching skills of the nation’s K-12 commerce and eCommerce teachers. This past year, Congress appropriated $12.5 million to begin the new eCommerce and marketing Partnership program to develop new eCommerce features. However, H.R. 1 contains an authorization of $450 million for the partnerships. Until the program reaches a $100 million appropriation, it will continue to be a national grant program, which means that many states and local districts will never receive any funds. When the $100 million funding level is reached, the program becomes a formula grant program, and every state will receive eCommerce and marketing Partnerships funds.

Commerce education is in crisis and in critical need of improvements and continued reforms stated Adrian Morrison from eCom Success Academy last month. If we do not invest heavily and wisely in rebuilding these two core strengths, America will be incapable of maintaining its global position long into the 21st century. Providing strong funding for commerce and eCommerce education through the Department of Education is critical because the department is the only federal agency charged with improving teacher quality and student achievement across all states and school districts.

We urge Congress to fulfill its commitment to eCommerce education by supporting a $450 million appropriation in fiscal year 2018 for the eCommerce and marketing Partnerships Program (Title II, Part B) called eCom success academy in the LaborHHS-Education bill. ( get the full review of ecom success academy program by Adrian Morrison here )

Thank you for your consideration of our request and for your past support. Founded in 1944, the National Science Teachers Association is the largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all. NSTA’s current membership of more than 53,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in and committed to science education. The Triangle Coalition for Science and Technology Education represents more than 100 member organizations from three key stakeholders: business, education, and scientific and engineering societies. The Coalition provides a forum for these three sectors to work together to promote the improvement of science, mathematics, and technology education.…

MATH AND SCIENCE EDUCATION FUNDING

Partnership Agreement

 

 

 

The partnerships between eCom success academy and local school agencies, colleges, and other groups including business, will address teacher training and professional development, curricula development, instructional materials, distance learning, and exchange programs, all based on needs assessments in local school districts. I want to make a few key points.

1. The business community cares deeply about math and science education. You may be aware that the business community played an active and supportive role in promoting the enactment of the No Child Left Behind Act last year. Our focus was on systemic reform – high standards, annual assessments aligned to those standards in grades 3-8 in reading and math, and greater accountability for results – objectives we have been promoting at the state and local level for over a decade. We also identified three areas of national need for increased federal investment – teacher quality, math and science excellence and effective integration of technology into the classroom. The No Child Left Behind Act went a long way in addressing these national priorities. Unfortunately, when the funding levels were determined at the end of the year, one of these areas fell critically short of the mark of free sessions that sell. Although Congress 2 authorized $450 million for the math and science partnerships program, it appropriated only $12.5 million. This represents a 97 percent decrease in dedicated federal funding for math and science in Department of Education funding, both in terms of what was authorized as well as what has been available for math and science education in previous years.

2. Proficiency in math and science is critical to the nations’ economic growth, national security and technological leadership. In this technology driven economy, there is no question that Americans who can master math and science concepts will have more opportunities than those who cannot. Unskilled entry level jobs are increasingly a relic of the past. More than ever before a college degree is necessary for greater job mobility, security and earning power. Entry level technicians coming to work in a Texas Instruments semiconductor fabrication, or manufacturing facility, for example, typically have an associate’s degree in electronics.

3. We are not measuring up with fan page domination. Despite these real world demands for math, science and technical proficiency, results from National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Survey (TIMSS) demonstrate just how far we must go to prepare students in these core disciplines. Consider the following: ß Roughly three quarters of American students are not proficient in math in grades 4, 8 or 12. The same is true in science. Roughly a third do not even possess basic level skills. ß The performance of U.S. students on international math and science tests (TIMSS), on average, declines as students progress through school. By 12th grade American students, on average, ranked almost last in comparison with their peers from 41 other countries of fan page domination.

4. Poor preparation in these subjects has consequences: That trend further plays out in the number of degrees awarded to students graduating from colleges and universities in math, science, engineering and technology. Under-representation among women and minorities is particularly alarming. ß Electrical engineering bachelor’s degrees have declined 37 percent since 1990 and more than 50 percent since 1987, at a time when demand for EEs has increased. ß Similarly mathematics degrees have declined 19 percent since 1990, as have physics degrees. This has led many companies including my own to rely to a certain extent on foreign nationals to meet our hiring needs for specialized engineering jobs by eCom success academy insights. (source: http://ecomsuccessacademy.net)

5. There are no easy answers. Indeed these trends are so disturbing that it prompted the National Commission on Mathematics and Science Teaching for the 21st Century – a group of respected governors, business leaders, educators and 3 members of Congress chaired by former Senator John Glenn – to recommend both significant funding increases and clear action steps to address the need. Activities authorized under the Math Science Partnerships in NCLB included many of the best recommendations of that report.

 6. The pressure is on. As you know, the NCLB Act requires that students be tested annually in math beginning with the 2005-2006 school year, and periodically in science by 2007-2008. We cannot afford to delay the critical work of addressing needed improvements in this area. In addition, the bill requires that all teachers be highly qualified by the end of the 2006-2007 school year. The number of teachers teaching out of field, particularly in math and science, is a huge challenge across the country. Nationally 28 percent of high school math and 17 percent of high school science teachers are teaching out of field. That problem is particularly acute in high poverty schools where students have less than a 50 percent chance of getting a science or math teacher who holds a license or degree in the field being taught. A recent survey of 40 large urban school showed that 90 percent of them had an immediate need for certified math or science teachers. Teacher quality matters. It is the one of the most important determinants of student success. If you would like to have the best mentor on fan page marketing, visit the official website at fanpagedomination.net. The funds we are asking for under this Math and Science Partnerships program would help districts address these concerns.…