Statement from Don Cameron, Executive Director of the National Education Association, Regarding AAUW's Gender Gaps Report

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EMBARGOED FOR IMMEDIATE RELEASE
October 14, 1998

The National Education Association commends the AAUW Educational Foundation on its important new report. Gender Gaps addresses some of the most critical issues faced by educators today. More importantly, as the 21st Century looms over the horizon, Gender Gaps sounds the alarm and points us in the direction we need to go if we are to prepare all our students to meet the educational challenges ahead.

We know that we have a major responsibility in addressing the needs of all students. When large groups of children, whether they are girls or boys, African-American or Hispanic, whether from urban or rural schools, are not performing to the levels they are capable, then we must find out why and provide answers. As educators we must offer all children the kind of quality education they need to become competent, capable, and productive citizens in our changing world of technology and information. This is what both we and the AAUW mean by equity - helping all students to meet high educational expectations.

In 1992, the AAUW report How Schools Shortchange Girls, identified ways in which gender bias prevented girls from performing well in math and science. In six years, we have come a long way. Changes in textbooks, tests, schools, classrooms, and teaching styles have combined to narrow the performance gaps in math and science. But as Gender Gaps makes clear, educating students in computer technology presents a new round of challenges. Not only must we integrate technology into our classrooms and provide more resources to schools in low-income areas, we must recognize that boys and girls approach technology in different ways. As educators, we must develop strategies and programs to encourage girls to take higher level computer and science courses.

We strongly endorse AAUW's recommendations that states require all students to take Algebra I and geometry; that we increase girls' enrollment in computer science and other high level courses, such as trigonometry and physics; that schools encourage girls to explore non-traditional fields; and that equity become an essential element in teacher education and preparation. To be sure, we must make these and other changes at the K-12 level if we want to provide all our children with the skills and tools they need to navigate the rolling technological seas of the 21st Century.