When Katherine Collins, a mathematics major at Pacific Lutheran University in her home state of Washington, began exploring options for her future after college, she stumbled upon a website that led her to a public school in the nation’s capital, all the way across the country. She was accepted into the competitive Math for America fellowship program, which aims to improve secondary mathematics education by recruiting, training, and retaining exceptional math teachers. The nonprofit organization’s website emphasizes the importance of finding individuals who have a profound understanding and passion for mathematics. Speaking of her decision to join the program, Collins said, "I considered the idea of going to graduate school in mathematics, becoming a professor, or working in industry. However, I felt that the mission of bringing math enthusiasts into the field of education was spot-on."
The fellowship program provides comprehensive preparation and support for new teachers. Successful applicants to the five-year program receive a master’s degree at no cost and continued mentorship, professional development, and other forms of support. They also receive generous annual stipends that can total up to $100,000 over the course of five years. Math for America initially launched in New York City and has since expanded to six additional locations, including San Diego, Los Angeles, Berkeley, Utah, Boston, and the District of Columbia. While the program initially focused on recruiting new teachers, it has since added two more programs: the Master Teacher Fellowship, which supports exceptional veteran math teachers, and the Early Career Fellowship, which offers growth opportunities and support for newer teachers. Currently, only the New York City site offers all three programs.
Furthermore, Math for America has started to include science teachers in certain locations. As of now, the program is relatively limited in its reach, with approximately 420 participants. John H. Ewing, the president of the nonprofit organization and a former math professor, sees this as a pilot program. He states, "Even if we expand to a thousand teachers, that’s just a small fraction of what is needed." The hope is that this initiative can serve as a model for a larger national program, possibly through a partnership between the federal government and states. Many of the local sites currently receive some federal funding from the National Science Foundation in addition to private funds.
The growth of Math for America is in response to growing concern about the inadequate math achievement of students in the United States. President Barack Obama himself addressed this issue in his recent State of the Union address, acknowledging that the quality of math and science education in the country lags behind that of many other nations. He called for the recruitment of 100,000 new teachers in the fields of science, technology, engineering, and math over the next decade.
Math for America was founded by a group of business leaders, mathematicians, and educators, led by James H. Simons, a philanthropist, former hedge fund manager, and accomplished mathematician. While its name is reminiscent of Teach For America, Math for America distinguishes itself through its generous stipends and the requirement for new math teachers to complete a year-long master’s program in secondary math education. Fellows in Math for America also make a longer commitment to teach for at least four years in a public school in their program location. If they choose to leave early, they must repay a portion of the financial support they received. This extended commitment acts as a filter, ensuring that only serious and dedicated individuals apply. Each site operates autonomously but shares the same general principles established by Math for America. Ewing, who led the American Mathematical Society before joining Math for America, sees the variations between sites as a strength. He states, "They have their own boards, and each site is unique, which I believe is beneficial. We have seven different experiments."
Math for America is an ever-evolving program that continues to make changes and adapt to the needs of its fellows and the education system as a whole.
The program offers various forms of support to teachers, such as pairing them with mentors and providing monthly professional development. Some Washington fellows, including Ms. Collins, have had positive experiences with Math for America but believe certain aspects could have been stronger. Fellow Max J. Mikulec, who now teaches algebra and geometry at a magnet school, mentioned that there were some issues in the first year, such as coursework in the master’s program needing more relevance to the classroom. Ms. Collins wished there was more focus on classroom management strategies in the American University program, and Mr. Mikulec felt that some of the math coursework was too abstract and better suited for math graduate students than teachers.
Math for America acknowledges these concerns and states that the program is continuously evolving and striving for improvement. However, Mr. Mikulec acknowledges that no matter how much training one receives, it is difficult to fully prepare for the challenges of the first year of teaching. Ms. Collins appreciates the ongoing support provided by Math for America, which helps her grow professionally.
One of the challenges faced by Math for America is the cost of its programs. Despite this, the organization’s leaders and some observers believe that investing in attracting and retaining outstanding teachers is worthwhile. Eric S. Lander, co-chairman of a White House advisory panel on science and technology, views the program as promising and emphasizes the importance of investing in high-quality programs to prepare young Americans in science and mathematics.
Francis M. "Skip" Fennell, an education professor at McDaniel College, sees many positive aspects in Math for America, such as its focus on urban centers, emphasis on teachers’ content knowledge, and the creation of an educator community. He believes that the organization is committed to getting it right. Additionally, Math for America aims to expand its existing sites and potentially establish new locations, including rural areas. The overarching goal is to elevate the status of the teaching profession and attract and retain the best teachers. Recognizing and compensating excellence in teaching is a crucial aspect of achieving this goal.
