Hi to All,

This is Jack Semura. I was checking the Science Service's recent announcement of this year's Semifinalists for the Intel Science Talent Search (http://www.sciserv.org/sts/press/20000110.htm). The results have relevance to science integration. This year Oregon, along with more than half of the states, had only one semifinalist. New York had half of the semifinalists once again. The unequal distribution of semifinalists is striking. 2000 Intel Science Talent Search Semifinalist Data

State; # of Semifinalists
New York 154
Maryland 19
Virginia 15
Florida 14
California 12
Massachusetts 9
Texas 8
Illinois 7
Pennsylvania 7
Missouri 5
New Jersey 5
Ohio 5
Minnesota 4
Michigan 3
Tennessee 3
Washington 3
Wisconsin 3
Colorado 2
Connecticut 2
Delaware 2
Hawaii 2
Indiana 2
North Carolina 2
South Carolina 2
Arkansas 1
District of Columbia 1
Iowa 1
Kansas 1
Kentucky 1
Montana 1
New Mexico 1
Oregon 1
Rhode Island 1
Utah 1

The seventeen states with no semifinalists are not even listed. The results have looked very similar over the years. Each time I see the results, I am struck again by how much difference the support of the school system and the parents can make in the results. Many New York schools, along with their parents and students, have supported and stressed the Science Talent Search for years. In the last several years, Montgomery Blair High School in Maryland has really pushed STS and this year was tied with Midwood High School in New York with 13 semifinalists each.

This is only one example of science talent. However, what is clear is that it is possible to maximize chances for success in almost any field (whether in science, athletics, music, or chess) by setting high expectations and providing the support. This setting of priorities has to come from school system, teachers, students, parents, and the broader community.

However, beyond the perennial success of New York and Maryland, the other thing I see is that over half of the country does not set goals and high expectations and does not provide support. The fact that many states have one or two Semifinalists is most often testament to the drive and perserverance of individual students and often their teachers through what is often a lonely path toward a goal that happens independently of school system and community. We salute these individuals. (I include Todd, a former Science Talent Search Finalist from Iowa, who did it by himself with a supportive teacher).

What are the implications of results like these for science integration? What do these results say about the lack of support and the lack of interest shown by schools, parents, and community in the majority of states in the country? Two things stand out in my mind. First, the good news is that we see once again science achievement can be influenced by teaching and support. This tells us that the goals of science integration are achievable through skillful means. Second, it also provides a strong indication that science integration is badly needed almost everywhere.

Best wishes,
-Jack Semura