Why is STEM IMPORTANT?
• The concern for STEM shortages tends to focus on an insufficient supply of STEM workers, but the deeper problem is a broader scarcity of workers with basic STEM competencies across the entire economy.
• Demand for STEM competencies is far greater than the 5 percent traditional STEM employment share suggests, and stretches across the entire U.S. job market, touching virtually every industry.
Anthony P. Carnevale, Nicole Smith, and Michelle Melton, October 2011. STEM Science, Technology Engineering, Mathematics – Executive Summary. Report issued by the Georgetown University Center on Education and the Workforce. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-execsum.pdf
What is STEM Education? The Science, Technology, Engineering, and Mathematics (STEM) fields are collectively considered core technological underpinnings of an advanced society, according to both the National Research Council and the National Science Foundation. • The term is commonly used in
relation to the nation's economic competitiveness and the related need for education programs in support of future generations.
What are STEM Capabilities?
Anthony P. Carnevale, Nicole Smith, and Michelle Melton, October 2011. STEM Science, Technology Engineering, Mathematics – Executive Summary. Report issued by the Georgetown University Center on Education and the Workforce. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-execsum.pdf
Why is STEM Important? • A solid STEM foundation is not just important to fuel a pipeline of
technology-based workers – STEM proficiency at high school graduation keeps every option open
for the student to pursue the career or pathway of their choice • A comprehensive and integrated curriculum develops critical thinking
through four dimensions:
Science
• Art of observation and how to assess observations against organized body of knowledge
• Understand how body of knowledge evolves over time as new observations are made
Technology
• Tools that make precise observations and measurements possible
• Provide advantages to multiple mechanical power through tools
Engineering
• How to problem solve through unpacking it into logical steps
• Iterative process…trying out ideas and adjusting approaches based on the experimental results
Mathematics
• Universal language to codify and describe the relationships of data and functions that comprise scientific and engineering methods
Education of Fortune 500 CEOs
SOURCES: Spencer Stuart 2004 CEO Study: A Statistical Snapshot of Leading CEOs Spencer Stuart 2006 Leading CEOs: A Statistical Snapshot of S&P 500 Leaders Spencer Stuart 2008 Route to the Top
Education of Fortune 500 CEOs: Undergraduate Degrees
0%
5%
10%
15%
20%
25%
2004 2006 2008
Engineering Business Administration Economics Liberal Arts Accounting
Undergraduate Degree in Natural and Physical Sciences by Selected Countries, 1985-2005
Physical Sciences Natural Sciences Thousands Thousands
SOURCE: National Science Board Science and Engineering Indicators 2008, Figure 2-35
Undergraduate Engineering Degrees by Selected Countries, 2004 (or earlier)
0%
10%
20%
30%
40%
UnitedStates
England SouthAfrica
Japan Iran Germany France SouthKorea
China
Perc
ent o
f Tot
al U
nder
grad
uate
Deg
rees
SOURCE: National Science Board Science and Engineering Indicators 2008, Table 2-37
Bigger Picture-PISA 2009 Math (31st)
Percentage of students reaching the two highest levels of proficiency
• The OECD Programme for International Student Assessment (PISA) surveys 15-year-olds in the principal industrialized countries.
• Every three years, it assesses how far students near the end of compulsory education have acquired some of the knowledge and skills essential for full participation in society.
• Around 470,000 students completed the assessment in 2009, representing about 26 million 15-year-olds in the schools of the 65 participating countries and economies.
SOURCE: PISA 2009 Results: What Students Know and Can Do Student Performance in Reading, Mathematics and Science, Volume 1
PISA 2009 Science (23rd)
Percentage of students reaching the two highest levels of proficiency
• Shanghai-China, Finland, Hong Kong-China and Singapore are the four highest performers in the PISA 2009 science assessment.
• New Zealand, Canada, Estonia, Australia, the Netherlands, Germany, Switzerland, the United Kingdom, Slovenia, Poland, Ireland and Belgium as well as the partner countries and economies Chinese Taipei, Liechtenstein and Macao-China also perform significantly above the OECD average.
SOURCE: PISA 2009 Results: What Students Know and Can Do Student Performance in Reading, Mathematics and Science, Volume 1
The Problem: A Leaky Pipeline
The Problem: Being Shut Out of STEM Careers
California STEM Pipeline
499,905 9th Graders 2001
355,275 High School Graduates 2005
236,258 College Plans Fall 2005
165,380 College Ready Fall 2005
35,226 Majoring in STEM
High School Class of 2005
21,136 (4%) STEM Graduates by 2011
SOURCE: California Department of Education, DataQuest: California Postsecondary Education Commission, Custom Data Reports. California Postsecondary Education Commission, Custom Data Reports
STEM Related Degrees Awarded in California by Gender, 2009
0%
20%
40%
60%
80%
100%
Total CAPop Associates
(n=4,921) Bachelors(n=26,826) Masters
(n=10,344) Doctorate(n=3,160)
Female Male
SOURCE: U.S. Census Bureau, 2009 American Community Survey. California Postsecondary Education Commission, Custom Data Reports. California Postsecondary Education Commission, Custom Data Reports
Relationship Between STEM Education And California’s Economy
• As California’s economy is becoming more knowledge-based, STEM employment is increasing at a much faster rate than non-STEM employment
• Between 1999-2007, – STEM employment increased by 25% – while non-STEM employment increased by only 14%
SOURCE: The Campaign for College Opportunity. Technical Difficulties: Meeting California’s Workforce Needs in Science, Technology, Engineering, and Math (STEM) Fields Executive Summary. (2009)
16
Anthony P. Carnevale, Nicole Smith, and Michelle Melton, October 2011. STEM Science, Technology Engineering, Mathematics – Executive Summary. Report issued by the Georgetown University Center on Education and the Workforce. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-execsum.pdf
STEM Skilled Earning Potential
People with an undergraduate major in STEM make substantially more over their lifetimes than non-STEM majors, by about $500,000!
17 Broadcom Proprietary & Confidential. © 2010
Broadcom Corporation. All rights reserved.
Less than half (44%) of principals surveyed believe their students will receive high quality instruction.
Quality is Low in Many Schools Elementary School Principals’ Reporting of the Likelihood
That Students Receive High-Quality Science Instruction
Good Intentions, but Little Time
Despite educators’ beliefs that science education should begin early, more than half of teachers surveyed spend less than one hour per week on science in kindergarten and the first grade.
Time Spent on Science Instruction in Elementary School
Accountability Pressures Squeeze out Science Teacher-Reported Factors That Are Major or Moderate Challenges to Teaching Science
Challenges to teaching science are affecting all schools, regardless of Program Improvement (PI) status.
And All Schools are Struggling Elementary School Teachers Reporting Major or Moderate Challenges,
by School-Level PI Status
* Indicates statistically significant difference
But Some Schools Face Greater Challenges
Principals in more affluent schools were more than twice as likely to report having launched science initiatives over the past 5 years than those in the state’s poorest schools.
Elementary Principals Reporting Significant Science Initiatives in the Past 5 Years, by School-Level Percentage of Free and Reduced-Price Lunch
K-5 Teachers Feel Less Prepared to Teach Science…
Only about a third of teachers feel very prepared to teach the subject.
Elementary School Teachers’ Self-Reported Preparedness to Teach Various Subjects
…and Less Prepared for Activities Central to HQ Instruction
Elementary School Teachers’ Self-Reported Preparedness in Specific Science Instruction Activities
85% of elementary teachers have not received any science-related professional development in the last three years.
Nearly two-thirds (62%) identified the lack of professional development as a major or moderate challenge to providing science instruction.
Yet Little is Being Done to Support Teachers
In contrast to the teachers’ opinions, less than half (48%) of district representatives viewed the lack of professional development as a challenge.
It’s worth noting that fewer than 21% of districts surveyed reported that they provide science-related professional development to elementary teachers.
Lack of District Support for Professional Development
Perception of Lack of Inservice Educational Opportunities as Major or Moderate Challenge
More than 60% of districts have no district staff dedicated to elementary science.
75% of elementary schools do not have access to a science specialist or coach.
Lack of Staff Dedicated to Science
Resources for Science are in Short Supply
Two-thirds (66%) of teachers say limited funds for equipment and supplies presents a major or moderate challenge to providing science instruction.
More than half (56%) say the same about a lack of facilities.
Common Obstacles to Elementary Science Instruction: Limited Funds and Lack of Facilities
OPPORTUNITIES and ASSETS
High Hopes research found that the following can
make a difference: • Curriculum that engages students in the investigation and
doing of science • Time for teaching • Well-prepared teachers • Access to support and resources
Quality science education requires:
• Commitment • Expertise • Partnerships • Resources
Quality Science Education is Possible
Nearly nine out of ten (86%) Californians in a recent poll viewed science education as very important or essential.
Californians Believe Science Should be a High Priority
Belden, N., Lien, C., & Nelson-Dusek, S. (2010). A priority for California's future: Science for students. Santa Cruz, CA: The Center for the Future of Teaching and Learning.
Californians Think Science Teaching Should Start Early
All Constituents Value Science
African Americans and Latinos are more likely than other demographic groups to say that students should have more science.
Latino parents are more likely than other parents to say that
their children do not spend enough time learning science in school.
African Americans and Latinos are the most likely to say more resources and better equipment…
And African Americans are the most likely to say more training
for science teachers… …would make a big difference in improving science education.
Nearly all (99%) of elementary school principals surveyed reported that providing students with science education is essential (77%) or very important (22%).
98% of principals and 95% of teachers believe it should start early (K-2).
Educators Believe Science is Essential and Should Start Early
Elementary Principals Reporting the Grade at Which Schools Should Begin Teaching Science
NGSS: National Science Standards
NRC Science Framework released July 19, 2011 Practices, crosscutting concepts, core ideas Includes engineering design and technology Performance-based learning and assessments
26 states (California is a lead state) writing standards to
be released Fall 2012
Implications Transform science engagement and learning for students District and classroom needs Community partnerships required Expanded learning time?
National STEM Network
NGA STATES
SOURCE: http://www.innovate-educate.org/focus/national-stem-network/
GATES STATES INNOVATE+EDUCATE STATES
State Networks: California STEM Learning Network
CSLNet aims to address California's workforce needs and better prepare our state's students to contribute to a vibrant California economy by: Increasing interest and competencies
among all K-14 California students in STEM disciplines (with an emphasis on critical thinking and innovation).
Ensuring all California students are college and career ready, without the need for remediation upon graduation from high school, with a greater number of students pursuing STEM-related degrees and careers, and
Building a network that connects existing assets and develop new capacity to innovate, scale and sustain effective STEM teaching and learning.
Initial Regional Alliances • East Bay • Orange County • San Bernardino
County • San Diego County • Silicon Valley
State Networks: California STEM in OST Initiative
Proposition 49: $550m annually
4,000 federally and state-funded after-school programs
Majority are K-5, K-8 located in lowest performing schools
STEM-rich assets: informal science and higher ed institutions, STEM-based corporate assets
State Networks: California Afterschool/OST Network
GOAL: Quality STEM Ed to 1 Million students annually by 2020
National STEM Funders Network
syndicated funding arrangements
STEM FUNDER NETWORK
interested funders designate a specific representative 1
2 managed agenda and common language facilitates interactions among participants
The Way We Work: opportunity exploration uses deliberate project mgt/design to acquire essential information
3
9
5
4
6
participant sponsors a question with objective to ignite “order of magnitude” change in status quo
SPONSORED DEEP
EXPLORATION
? ?
HUMAN CAPITAL PROF DEV
STANDARDS
EVALUATION
? ? ?
How can we attract 10X more?
How can it be done 10X faster? What would be a game changer? What would be a game changer? What would be a game changer?
network has continuity of on-call expertise for rapid opportunity exploration; 10X faster / deeper
go/no go decision among interested participants
7
8
new Informati
on of value
to members
projects
projects
projects
portfolio of projects preconditioned to align with each other and member needs
the “fingerprint” of the network Is created here ; a consistent signature of the way we work
10
On July 19-20, 2011, hosted private, family and corporate foundations in a network designing session.
Participants included: • Broadcom • Motorola • Gordon and Betty
Moore • Gates • Batelle • Carnegie • Lemelson • S. D. Bechtel, Jr. • NASCAR • Noyce • Burroughs Wellcome • Time Warner • Kern Family • Samueli • Packard
At such a difficult moment, there are those who say we can’t afford to invest in science, that it’s a luxury at a
moment defined by necessities.
I could not disagree more.
Science is more essential for our prosperity, our security, our health, and our way of life than it has ever been.
–President Barack Obama
Why is science important for everybody to know? It’s the basis for understanding almost everything.
– Focus Group Participant
What is the OC STEM Initiative?
A local partnership of students, parents, teachers, businesses, and other key community stakeholders invested in Science, Technology, Engineering and Mathematics (STEM) teaching and learning in Orange County.
Goals All students possess the requisite STEM
skills to be competitive for 21st century jobs in Orange County;
All educators and teachers are provided the tools and support to ensure their students are STEM competent and STEM literate; and
Orange County is a major leader in STEM workforce and competitiveness in California and the United States.
OC STEM: www.ocstem.org
National Funders Network Funding Partners
Program & Advocacy
California STEM Learning Network
California OST STEM Network State Networks
Regional Network OC STEM Initiative
Businesses Parents Teachers Funders Programs
Current Partners Broadcom Foundation
Children and Families Commission of Orange County Cotsen Foundation
Edwards Life Sciences JP Morgan Chase Bank
OCTANe Foundation for Innovation Opus Community Foundation
Orange County Department of Education Orange County United Way
Samueli Foundation Southern California Edison Tiger Woods Foundation
Western Digital
OC STEM Initiative Networks and Partners
EARLY LEARNING ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL HIGHER EDUCATION 1st Birth K 2nd 4 yr 3 yr 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th Career 2 yr 1 yr
EARLY LEARNING ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL HIGHER EDUCATION 1st Birth K 2nd 4 yr 3 yr 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th Career 2 yr 1 yr
Science @ OC LASER science
OC STEM Initiative
Math Counts Math competition
California Afterschool Network|Think Together|Discovery Science Center
STEM education programs in out of school
Broadcom MASTERS Program Science fair competition
Cal State University System STEM teacher preparation & training (TBD)
UCI School of Engineering/Community Colleges Community college/university transfer pathway (TBD)
Pre-K Math MIND Program Research and development
MIND Research Institute Algebra
readiness
Discovery Science Center Science of Hockey exhibit & afterschool science programs
Discovery Science Center Science of Hockey curriculum
UCI School of Engineering Freshman recruitment & retention
Faculty recruitment
Orange County Department of Education
STEM initiatives
Mathematics, Engineering, Science Achievement (MESA) Schools Program
Science & math programs
Girls Inc. Eureka Program
National Lab Network STEM professionals in the
classroom
UCLA Engineering ESC online tutoring
Lead STEM Practitioners (LSP) Program LSPs in all 28 school districts (TBD)
Acquires English language and building vocabulary (oral)
Develops motor and perceptual skills Stimulates brain and behavior Students start losing
ground in math
Proficiency in
Algebra I Good basic reading skills
Takes SAT and ACT Graduates from high school
Passes high school exit program Completes college preparatory
coursework (A-G requirements)
Graduates from college
Receives early exposure to STEM
Students start to question relevancy of school learning to
their lives
Students either are or are not comfortable with math & science
College math/English preparatory attainment to transfer from community
college to university
Enters workforce
Academic Milestones: Critical Transitions and Benchmarks
Parental knowledge of early development increases Has strong parent-child
communication Builds self-awareness and
self-regulation Practices healthy behavior
Develops empathy and cooperation
Has qualified math and science
teacher Participates in community and
social organizations
Receives guidance from a non-parent
mentor
Adopts about a career plan
Has sufficient financial aide Develops time and stress
management skills Engages in community and
campus organizations Attains social and
emotional competence
Student, Family and School Support
© Samueli Foundation, 2011
Why Establish STEM Initiative?
48
• Economic future depends on STEM skilled workforce • Informs Foundation work • Aligns work along the education continuum & workforce needs • Catalyzes ideas with broader implications • Leveraging resources
• Provides means for smaller dollars to participate in bigger picture
• Centralized platform for strategic impact • Offers all Foundations a space to have impact
Gerald Solomon Samueli Foundation [email protected] Soo Venkatesan S.D. Bechtel, Jr. Foundation [email protected]
49
Questions and Discussion…