Funded by NSF for $12.5 M
21st Century
STEM education is necessary is high schools because US students are coming out of high school unprepared to enter the workforce or to go on to higher education. Students in other countries are more prepared to enter the Science, Technology, Education and Math fields and this puts the US in jeopardy of losing work to people from other countries. We must prepare our students with the skills taught in a STEM school or our students will be unprepared to be successful in life.
Report of the Business-Higher Education Forum whose mission is to engage and inform members and the public regarding strategic national challenges of high priority to both business and higher education, and to help shape sound policy to address these challenges. We achieve our mission through collaboration of corporate and academic leaders, high quality policy research, effective communication, and advocacy with federal, state, institutional and corporate policy makers.
GAO Examines Federal STEM Education, Employment Efforts
President Bush proposed an “American Competitiveness Initiative” in his State of the Union address February 2006. The initiative addresses the concern that there is a shortage of students entering the fields of science, engineering, math and technology, thereby lessening the pool of potential employees for these jobs. This in turn lessens America’s ability to be competitive in the global marketplace. The Initiative calls for a study to be done on these issues.
Summit proceedings (white papers, PowerPoint presentations, and reports) of the Alabama Mathematics, Science, Technology Education Coalition (AMSTEC) was incorporated in 1998 as a 501(ac)3 non-profit organization. It was born out of a NASA funded Linking Leaders Program. Composed of leaders from business, education, government and policymakers who advocate for systemic K-20 mathematics, science and technology education reform, it has grown to a statewide group of integrated stakeholders in mathematics, science and technology education.
This site is a description of the STEM program and the trends for the program. It gives a background and a forecast of the program for students and their future. It gives specific details and statistics about students graduating in STEM areas. Studies, education experts, university officials, and others cited teacher quality at the kindergarten through 12th grade levels and students’
Report of the National Center for Educational Statistics, U.S. Department of Education
This summary report describes the mathematics and science performance of fourth- and eighth-graders in participating countries over time. For a number of the participating countries, changes in mathematics and science achievement can be documented over 8 years, from 1995 to 2003.
In Pursuit of a Diverse Science, Technology, Engineering, and Mathematics Workforce
“Excellent report that provides three research priorities for increasing the number of underrepresented minorities in STEM disciplines: (1) Improve methodology, (2) Improve research linkages, and (3) Explore new research areas.” The white male dominated STEM fields are changing and this type of project is hoping to insure that underrepresented minority workers get the jobs in these fields to maintain the
Journal of STEM Education: Innovations and Research
This journal is dedicated to STEM issues and innovations. This is the site overview:
"The Journal of STEM Education: Innovations and Research is a half yearly, peer-reviewed publication for educators in Science, Technology, Engineering, and Mathematics (STEM) education. The journal emphasizes real-world case studies that focus on issues that are relevant and important to STEM practitioners. These studies may showcase field research as well as secondary-source cases. The journal encourages case studies that cut across the different STEM areas and that cover non-technical issues such as finance, cost, management, risk, safety, etc. Case studies are typically framed around problems and issues facing a decision maker in an organization."
Maryland Career Clusters
Report of the initiative of the Maryland State Department of Education, the Governor’s Workforce Investment Board, the Maryland State
Department of Business and Economic Development, and the Maryland Department of Labor, Licensing, and Regulation. This report outlines the rationale and best practices in Maryland Career Clusters that are driven by what students need to know and do in order to be fully prepared for further education and careers in the 21st-century global economy. Career Clusters provide an important context for educational reform efforts as outlined in the Maryland State Department of Education’s (MSDE) Achievement Matters Most: Maryland’s Plan for Every Student and the Policies and Procedures for the Development and Continuous Improvement of Career and Technology Education (CTE) Programs. Under the guidance of MSDE, Maryland business, industry, and labor leaders organized the state’s Career Cluster system. See also the Maryland Career Cluster Frameworks: CTE Pathway Program Development and Implementation.
Maryland Technology Use in Public Schools Not Being Maximized: Tech’s Power Lies in Way It Is Used to Accelerate Student Learning, Report Finds. Report by Maryland State Department and Education and the Maryland Business Roundtable finds that
although Maryland’s public schools continue to boast a strong technology infrastructure, the technology is not being used for higher-level, analytical or problem-solving activities, according to the results of the Maryland Business Roundtable for Education’s (MBRT) eighth annual survey of technology in public schools, released today to the Maryland State Board of Education. According to the new MBRT survey, only 13% of public schools statewide report their students are using technology to display data on a daily or almost daily basis. Only 9% of schools report that students use technology to “manipulate, analyze, or interpret information” daily or almost daily.
Published by the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition that works to support STEM programs for teachers and students at the U.S. Department of Education, the National Science Foundation, and other agencies that offer STEM related programs. See Testimony by June E. Stickups, Executive Director Maryland Business Roundtable for Education to the U.S. House of Representatives Committee on Education and the Workforce Subcommittee on 21st Century Competitiveness. View MSDE News From The Board, August 29, 2006) for information about science and math achievement presented to Governor Robert L. Ehrlich, Jr. Also, read BCPS news about the STEM 1.3 million grant awarded to
National Alliance of State Science and Mathematics Coalitions (NASSMC) is an umbrella organization for state coalitions of business, education and public policy leaders united for systemic change in science, technology, engineering and mathematics (STEM) education for all students. NASSMC is a network of state coalitions and serves as the national advocate for the member organizations
NASA Education
was one of the two organizations (the other being CASHEE) to help initiate the STEM education program. This page in particular gives a brief overview of the needs and goals for this program. As a creator of this program NASA definitely felt that there was a dire need to increase minority student’s interest in science, technology, engineering, and mathematics. By searching not only this page but the rest of the NASA website one can find plenty of reasons for the STEM education program.
NASA was one of the two organizations (the other being CASHEE) to help initiate the STEM education program. This page in particular gives a brief overview of the needs and goals for this program. As a creator of this program NASA definitely felt that there was a dire need to increase minority student’s interest in science, technology, engineering, and mathematics. By searching not only this page but the rest of the NASA website one can find plenty of reasons for the STEM education program.
Report of the National Center for Educational Statistics, U.S. Department of Education
Compared to middle and high school students, younger students are making the most progress in science. In 2005, a representative sample of more than 300,000 students in grades 4, 8, and 12 was assessed in science. This report presents national results for all three grades, and state results for grades 4 and 8. The 2005 results are compared to those from 1996 and 2000. Sample questions are presented to illustrate the types of skills and knowledge that were assessed at each grade. See Maryland results.
In a world where advanced knowledge is widespread and low-cost labor is readily available, U.S. advantages in the marketplace and in science and technology have begun to erode. A comprehensive and coordinated federal effort is urgently needed to bolster U.S. competitiveness and pre-eminence in these areas. This congressionally requested report by a pre-eminent committee makes four recommendations along with 20 implementation actions that federal policy-makers should take to create high-quality jobs and focus new science and technology efforts on meeting the nation's needs.
In this 2004 article, George Langford points out that the U.S. is under producing students majoring in the STEM fields. He says that even though the number of job opportunities in Science and Engineering has grown, it continues to do so, and U.S. citizens entering this field is constant or is on the decline. He says, though, that the outlook for the future is “strong and positive” because you have to look beyond short-term fluctuations. He suggests that “strong scientific education” start early in order to fill the jobs as the STEM fields expand. (js)
The Mathematical Association of America argues to the Senate for support of STEM. STEM is an opportunity to “strengthen our economic competitiveness” in the world market and encourage our brightest students to take jobs in STEM fields. The STEM Education Coalition was established prior to the No Child Left Behind Act and has supported Science, Math, Engineering and Mathematics programs all along. The MAA encourages the Senate to continue incentives for students to pursue these careers and to forgive interest on student loans. This will encourage these students to become “the next generation of innovators.” The MAA joins the Business Roundtable leaders that call for our nation to double the STEM graduates by 2015.
STEM Education Coalition
The STEM Education Coalition is composed of advocates from over 40 diverse groups representing all sectors of the technological workforce – from knowledge workers, to educators, to scientists, engineers, and technicians. The participating organizations of the STEM Education Coalition are dedicated to ensuring quality STEM education at all levels. Their web site has outstanding information to support STEM such as national reports, resources, legislation, and organizational outreach/activities.
STEM Education Caucus
The mission of the STEM ED Caucus is to promote Science, Technology, Engineering and Mathematics (STEM) education in general. This includes issues in all areas of STEM education such as K-12, higher and graduate education, and workforce and industry-related issues. The Caucus serves as a core group for vetting new legislative proposals and circulating letters on budgets, existing legislation, and proposed agency programs that concern STEM education. Their website has outstanding and timely information such a reports, resources, PowerPoint presentations, and a monthly STEM newsletter. See state profiles of STEM education.
STEM Project with University of Maryland at Baltimore County (UMBC) and Baltimore County Public Schools
It is the vision of the partnership that the gaps in BCPS student achievement correlated to race/ethnicity and poverty will be closed. Knowledge, skills and dispositions of STEM educators will be enhanced, and UMBC STEM faculty will have a greater understanding of how to prepare STEM educators. See the grant proposal and more information about the partnership from the above link.
STEM Research: Where America Stands
This website details some of the statistics behind the need for STEM. While students in the U.S. are comparable in scientific abilities in elementary school, they lag far behind by the time they reach high school. This lack of science skills prohibits students from acquiring more advanced employment. Employers are having difficulty finding employees because applicants lack the necessary skills for the job.
STEM Science, Technology, Engineering and Mathematics
The sole purpose of this website is to not only introduce but promote the Latin American Engineering Student Association (LAESA). LAESA was founded to unite Latino students and help them improve academically. This specific webpage is about the STEM program was designed to “encourage talented Latinos, female and other under-represented minority and disadvantaged high school students currently enrolled in the 10th and 11th grades to pursue careers in the field of engineering, computer science, science, business managers, entrepreneurs, and mathematics.” I think this is a great website for Latino students because it not only introduces them to the STEM program but also lets them know how it can help them individually. I also like how the page is organized because it gives al the basic information (such as what the program is, who is eligible, etc.) on the first page and displays it neatly and orderly.
Securing America’s Leadership in Science, Technology, Engineering and Mathematics (STEM)
Report of the Business-Higher Education Forum who states that the erosion of America’s competitive edge in the world marketplace is attributed to a number of factors: low interest and student performance in mathematics and science, the lack of a highly coordinated educational system with clear student pathways among its various component systems, a poorly prepared and rewarded teaching workforce, and a weakening federal commitment to basic research and development. These factors are set against the backdrop of heightened investment and achievement in education, research and development (R&D) by our international competitors. Left unaddressed, these signs point to weakened economic growth and U.S. competitiveness.
Signs America’s Scientific Edge Is Slipping
This article points out trends in the amount of science and engineering degrees granted by the U.S. compared to other countries in the world. It states that from 1945 to 1990, the U.S. was a dominant scientific power. More than ½ of the world’s science and engineering doctorates were granted by U.S. Universities. Now, the greatest growth is in China. The implications are many including “income inequality, stagnant wages, and declines in manufacturing.” (js)
State Approaches to Improving STEM Education as Part of High School Redesign, (ppt by National Governor's Association at the NASSMC Annual Coalition Director’s Meeting. In addition to the rationale and need for STEM education, this ppt list promising practices listed by states such as Alabama, Arkansas, California, Connecticut, Florida, North Carolina, Ohio, South Carolina, Texas, Oregon, Massachusetts, New York, and North Dakota.
Strengthening Education: Meeting the Challenge of a Changing World
Tapping American's Potential: The Education for Innovation Initiative (report)
Business Roundtable is an association of chief executive officers of leading U.S. companies with over $4.5 trillion in annual revenues and more than 10 million employees. Fifteen of the country's most prominent business organizations have joined together to express our deep concern about the United States' ability to sustain its scientific and technological superiority through this decade and beyond. To maintain the country's competitiveness in the 21st century, we must cultivate the skilled scientists and engineers needed to create tomorrow's innovations. Go to Tapping America's Potential website for more excellent information.
Technological Literacy for All Americans: A Rationale and Structure for the Study of Technology. International Technology Education Association (ITEA). This 2006 edition is a major rewrite of A Rationale and Structure for the Study of Technology. A call to action is provided to garner support for the study of technology for all Americans in the future. Available on CD only.
Texas Education Agency
This page provides an overview and rationale for the Texas Science Technology Engineering, and Math Initiative (TSTEM). It has links to pages containing STEM Academies and Centers in Texas where more detailed information can be found about how the programs are run. It contains four key strategies to a successful program, including a rigorous curriculum and effective teaching. Also, there are references that could direct a researcher to further information.
Transition Points for Gender Gap in Computer Enjoyment
Data gathered from 10,000 Texas public school students in Grades 3-12 over the years 2000, 2001, 2002, and 2005 were analyzed to replicate findings first discovered as a byproduct of evaluation of a large scale U.S. Department of Education Technology Innovation Challenge Grant. Initial findings were that girls in Grades 4 and 5 reported enjoying computers more than boys. This article discusses the beginnings of gender gap for technology use. The information will be helpful when phasing the STEM initiative into primary grade levels, to close/prevent the gap to ensure success in high school.
Understanding the Factors That Sustain Science, Technology, Engineering, and Mathematics Careers
This research project investigates how individual student occupational career paths in science, technology, engineering and mathematics (STEM) were influenced by their participation or lack of participation in the high school STEM pathway. The research focuses on students in the state of Florida, using the Florida Dept. of Education’s tracking technology. The data has been analyzed based on the high school pathway of the student and on other sub-groupings. It helps to give insight into where high schools need to place emphasis in their programs in order to promote future success of all students.
U.S. Congress, House Committee on Science
Improving K-12 Math and Science Education Must Start at the Undergraduate Level
Stay connected with government efforts that focus on non-defense federal scientific research and development. This article addressed a way to capture and retain the imagination and enthusiasm of undergraduates in technical math and science areas. There is an increasing number of employment opportunities that require expertise in science, math or technology. Therefore, funding will double to help support these programs appropriately.
U.S. Department of Education (STEM search results)
Over 113 resources specific to STEM education are accessible at this web site. Information includes reports, initiatives, speeches, legislation, and best practices.
The What Works Clearinghouse was established in 2002 by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education. Reports now available are Elementary School Math and Middle School Math.
We’re in the news! Sheilah Kast of WYPR talks to BCPS Assistant Superintendent H.B. Lantz, and Dr. Anne Spence about the partnership between
