Profiles of State-Supported Residential Math and Science Schools

Abstract

Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and Mathematics pioneered a successful program for high-achieving youth: the state-supported residential math and science school. Almost 30 years later, 15 similar schools have been created, including residential schools in Maine, Illinois, Louisiana, Mississippi, Indiana, Kentucky, Tennessee, South Carolina, Alabama, and Arkansas; and early college entrance academies in Texas, Missouri, and Georgia. Students are appropriately supervised and actively participate in athletics and a wide range of clubs and organizations. Admission is necessarily selective as students negotiate a challenging curriculum of advanced biology, chemistry, physics, and mathematics, as well as humanities and electives. Laboratory mentors guide students in research, results of which may be published or presented at colloquia. A select few projects are entered into the Intel Science Talent Search, Siemens-Westinghouse Science and Technology competitions, or other competitive programs. Performances are encouraging. Students pursue learning at an accelerated pace, saving considerable time and expenses. Graduates enroll in college, many at selective institutions, ensuring a boost in the number and quality of domestic mathematicians, scientists, and engineers.