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The reading passage and the lecture have conflicting opinions on whether or not recruiting and maintaining qualified science teachers in public schools is a problem for the government. On the other hand, the listening adamantly delineates that magnet schools can be the alternatives to public schools and can successfully deal with this issue because of several compelling reasons. First and foremost, according to the author of the excerpt, science major graduates are reluctant to become a teacher in public schools since their salaries are lower than their peers. Nonetheless, the lecture offsets these points by declaring that magnet schools are better financially sponsored than public schools by the government. To be specific, magnet schools can spend two hundred dollars more per student than non-magnet schools because they can obtain extra funds from the state government. Therefore, teachers' salary is not an issue anymore. On top of this, the professor in the listening further points out that the requirements for magnet school teachers are different from those in traditional schools. All potential science teachers do not need to complete additional programs or internships like other public school teachers. These claims refute the writer's implications of how the requirements to work in non-magnet schools are a huge obstacle that prevents promising science major students from becoming teachers. The text lastly insists that the core curriculum in high schools is monotonous and unattractive. Thus, it discourages science teachers to be enthusiastic while teaching. The speaker in the lecture counters these indications by asserting that science teachers in magnet schools are allowed to adjust the curriculum by utilizing media or other kinds of advanced resources. Moreover, these schools provide students with numerous hands-on knowledge in the real field. Therefore, magnet schools will broaden young children's understanding and attract more teachers to science.
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