SMART Stretch Goals

The SMART Consortium focuses on rectifying critical shortcomings in K-12 mathematics and science education as identified nationwide in the 1993-94 TIMSS study and reconfirmed in the 1999 study.

Nationwide, TIMSS cited teachers’ lack of knowledge both of science and mathematics content and of effective teaching strategies (pedagogy). Additionally, TIMSS found that existing science and mathematics curricula attempt to cover too broad a scope in insufficient depth. Moreover, courses of study lacked cohesion, rigor, and focus. TIMSS research also found there was a severe shortage of quality learning materials aligned with applicable state standards. Equally disturbing, both the 1993-94 and 1999 TIMSS studies identified a veritable double whammy: an absence of high standards for mathematics and science education, coupled with outright expectations of low student achievement. Finally, TIMSS research pointed to an absence of visionary and effective leadership that is necessary to improve performance in the nation’s schools.

To address those critical challenges in Ohio, SMART—under the guidance and direction of its Management Council (made up of the superintendents of its member school districts)—has adopted stretch goals, which embody the Consortium’s vision and mission and also directly relate to the need for a highly educated, STEM-literate citizenry.

As part of its 2006-2012 strategic plan update, SMART adopted a series of new stretch goals to guide its ongoing work:

1.      By 2012, all students in the SMART Consortium will achieve at or above the proficient level on state assessments in mathematics and science.

2.      By 2012, the SMART Consortium school districts will increase by 50% the percentage of students achieving in the advanced category and students achieving in the accelerated category.

3.      The SMART Consortium shall establish and monitor a SMART Scholars designation and recognition with rigorous criteria for mathematics and/for science by 2008.