Executive Summary
In 2005, Northern Illinois University (NIU) surveyed Illinois science and mathematics teachers to measure knowledge and classroom use of 26 cutting-edge concepts identified as critical to the state’s future in the global economy. Overall, 52% of teachers were aware of at least half of the advanced concepts. Some Illinois students are already learning about these concepts – 38% of teachers have incorporated at least one of the 26 concepts into their teaching. The concepts most likely to be taught in Illinois classrooms are Alternative Fuels, Algorithms, Biotechnology, and Recombinant DNA. The survey spotlights a need to identify “the new basics” in science and mathematics for P-12 and higher education and to decide what should be taught and when. Further, the state needs to address educational, financial, and policy barriers that prevent teachers from learning more about and teaching new technologies. Concerted action by educators, businesses, and policymakers is needed to strengthen the connection between education and economic development.