ORLANDO, Fla., April 7 /PRNewswire/ -- The National Science Teachers
Association (NSTA), the world's largest organization dedicated to the
improvement of science teaching, and ExxonMobil Foundation today announced a
$3.9 million grant from the Foundation to expand the Building a Presence for
Science initiative.  The grant brings ExxonMobil Foundation's total commitment
to more than $6 million in support of the innovative science education
program.  Building a Presence for Science now will be implemented in a total
of 23 states and the District of Columbia and will reach more than 36 million
students in 73,000 schools.
    The new grant enables ten additional states to participate in Phase II of
the program, including Arizona, California, Connecticut, Florida, Illinois,
Massachusetts, Michigan, New York, Pennsylvania, and Wisconsin.
    "Because of our long-term commitment to education, we are pleased to
continue our partnership with NSTA to expand its Building a Presence for
Science initiative," said Edward F. Ahnert, president of ExxonMobil
Foundation, formerly the Exxon Education Foundation.  "This outstanding
program has the potential to make a profound difference in the ways that
science is taught and learned."
    Begun in 1996, Building a Presence for Science has been transforming the
way teachers teach and students learn K-12 science.  A primary objective of
the program is to help science teachers implement state and national science
education standards in their schools.  A second goal is to create a network
through which science teachers can share the latest ideas about effective
science teaching.
    "Building a Presence for Science has proven to be a major vehicle for
integrating national science standards into the K-12 curriculum," said Gerry
Wheeler, NSTA's executive director.  "Within each state, the program can be
tailored to meet specific needs and priorities.  Teachers are enthusiastic
about the program's professional development opportunities.  They are eager to
communicate with one another to update their knowledge in science, a field
that is constantly changing.  Providing science teachers with support is key
to raising science achievement of our nation's students."
    In partnership with state-based education organizations, NSTA identifies a
cadre of educators to serve as Key Leaders in each state.  The Key Leaders
select, with input from principals, one teacher from each of 25-30 schools in
a geographic cluster to serve as a Point of Contact.  Each Point of Contact is
a conduit to other science-teaching colleagues, bringing to them resources and
professional development opportunities that emphasize state and national
standards-based science teaching and learning.  Teachers and schools adapt the
program to fit priorities and needs in their individual states.
    During Phase I, Building a Presence for Science provided professional
development and networked science teachers in Alabama, Alaska, Louisiana,
Maryland, Montana, Minnesota, New Jersey, North Carolina, Oklahoma, South
Carolina, Tennessee, Texas, Virginia, and the District of Columbia.  The
number of schools joining the program in these states continues to grow.
Phase I was funded in large part by ExxonMobil Foundation.
    NSTA announced the launch of the second phase of Building a Presence for
Science at a briefing held April 7 at its 48th National Convention in Orlando.
Founded in 1944, the National Science Teachers Association seeks to promote
excellence and innovation in science teaching and learning for all.  Its more
than 53,000 members include science teachers of all grade levels, science
supervisors, administrators, scientists, business and industry
representatives, and others involved in science education.
    From its inception in 1955, the ExxonMobil Foundation has provided more
than $500 million in financial support to education organizations.  The
Foundation's principal areas of interest in education are: K-12 science
education; mathematics education with an emphasis on K-3; the restructuring of
elementary and secondary education; reform of undergraduate science,
technology, engineering and mathematics education; and increasing
opportunities for minorities.

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