Richard Steinberg, City College of New York

My grandparents were from Eastern Europe and came to New York to escape religious persecution and poverty. They came through Ellis Island, in the shadow of the Statue of Liberty. They settled in the Bronx, where my parents grew up not far from City College. Both of my parents subsequently graduated from City College. They were only able to have access to higher education because of the existence of public education. I now teach at City College where many of my students have similar stories of hardship, hard work, and becoming successful contributors to a better society, as my parents have done so successfully.

In the past year, I have struggled with changes in public policy affecting my ability to do what is so obvious should be done. Multiple science teacher candidates for whom I am advisor have been to my office and identified themselves as children of undocumented immigrants asking for guidance with the fate of DACA uncertain. They want to go back to the communities in which they grew up (from a very young age) and teach science, often in schools where others do not want to teach. They are afraid that this will not be possible.

I received a letter from the New York State Office of Higher Education that given the “range of changes being made to federal funding… [we] do not expect to issue a new RFP… once the current funding ends” in 2018. We have received funding from this program for the past 10 years to support science education in inner-city schools. Among other projects, we have provided free course work, on-site support, and over $75,000 of laboratory supplies to over 110 middle school science teachers throughout NYC, including to the school district where my mother taught at PS 4 across the street from Crotona Park in the Bronx. I have been informing schools and participants for the last six months that this program is now ending.

I go to countless faculty and college-wide budget meetings looking for a strategic plan as City College wrestles with challenges such as crumbling facilities, cuts in personnel, and ever-growing class sizes. We recognize how current changes in federal tax policy are almost certain to exacerbate budget shortfalls. It is not clear what will happen next.

With the above as a backdrop, I asked informed physicists to share their perspectives about the current state of the intersection of government policy, science, and education. My goal in doing so was to learn, share, and hopefully facilitate positive change. I am so impressed with the cross section of contributions that follow. I am also in great appreciation of all that these individuals do.

¹ For a more detailed account of the information here and the motivation for this theme, go here.

Disclaimer – The articles and opinion pieces found in this issue of the APS Forum on Education Newsletter are not peer refereed and represent solely the views of the authors and not necessarily the views of the APS.