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Is the US producing enough STEM-Capable Students?

Is the US producing enough STEM-Capable Students?. Mimi Lufkin, CEO, NAPE Education Foundation. Nicole Smith, Senior Economist, Georgetown University Center on Education and the Workforce. Poll. How did you hear about this webinar? Email from the STEM Equity Pipeline listserv

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Is the US producing enough STEM-Capable Students?

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  1. Is the US producing enough STEM-Capable Students? Mimi Lufkin, CEO, NAPE Education Foundation Nicole Smith, Senior Economist, Georgetown University Center on Education and the Workforce

  2. Poll • How did you hear about this webinar? • Email from the STEM Equity Pipeline listserv • Email from another listserv (Chat) • Email forwarded from a colleague • Presentation at a conference (Chat) • Announcement in the Pipeline Press • Announcement in another newsletter (Chat) • STEM Equity Pipeline website • Another website (Chat) • Search engine result

  3. STEM Equity Pipeline • Project of the National Alliance for Partnerships in Equity Education Foundation • Funded by the National Science Foundation • Human Resources Directorate, Gender in Science and Engineering Program, Extension Services Grant

  4. Goals • Build the capacity of the formal education community to provide high quality professional development on gender equity in STEM education • Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems • Broaden the commitment to gender equity in STEM education

  5. STEM Equity Pipeline Project Methods • Professional Development • Teacher Training • Consulting and Technical Assistance • Virtual Web-based Professional Learning Community • Best Practices Handbook

  6. How can you get involved? • Participate on your State Team if from • CA, GA, IA, IL, MN, MO, • OH, OK, NH, TX, WI, ID • Participate in the virtual learning community by going to www.stemequitypipeline.org

  7. Poll • Who is participating in today’s webinar? • School/College Administrator • Teacher/Faculty Member • Counselor/Student Services Staff • State Agency Staff • STEM Organization Staff • Other (Chat)

  8. Survey Live Webinar – survey will appear as webpage in a tab in your web browser at the end of the webinar and sent a separate e-mail with a link Archived Webinar - refer back your registration email with the link

  9. STEM February 21, 2011 Nicole Smith The Georgetown University Center on Education and the Workforce

  10. Summary • Total jobs: STEM occupations will grow from 6.8 million to 8 million total jobs by 2018. • Job openings:STEM occupations will provide 2.4 million job openings through 2018, including 1.1 net new jobs and 1.3 replacement jobs due to retirement. • Postsecondary education: 92% of STEM jobs will be for those with at least some postsecondary education and training. • Equity: Diversion of women and minorities is compounded by other factors. • For women and minorities, STEM is the best equal opportunity employer. • Although pay gaps exist between minorities and Whites/Asians and women and men in STEM, they are smaller than in other occupations. • Shortages: We face a chronic shortage in STEM competencies as the demand for STEM talents grows outside traditional STEM jobs.

  11. By education type, STEM jobs will predominantly require a Bachelor’s degree or better. Still, about a third of all STEM jobs will be for those with less than a Bachelor’s degree.

  12. STEM students and workers divert due to differing interest, values as well as for pay. • STEM Diversion: Potential STEM workers divert throughout the transition from student to worker because of differing interests and higher pay in other occupations that utilize STEM competencies. • The U.S. has to produce 5 high school students with top quartile math scores to get one STEM worker. The STEM career pathway leverages deep technological knowledge learned in school to access high value technology and learning on the job.

  13. People with lower levels of education in STEM make more than people with higher levels of education in non-STEM. • 63 percent of Associate’s degrees in STEM earn more than Bachelor’s degrees in non-STEM occupations. • 65 percent of Bachelor’s degrees in STEM earn more than Master’s degrees in non-STEM occupations. • 47 percent of Bachelor’s degrees in STEM occupations earn more than PhDs in non-STEM occupations. • Certificate holders in engineering earn more than Associate’s degree-holders in business and more than Bachelor’s degree-holders in education.

  14. STEM majors earn more, in any field they choose.

  15. Wages for STEM workers rose more than for non-STEM workers between the 1980s and the 2000s.Healthcare Practitioners and Managerial and Professional Occupations pay the best of all .

  16. For candidates with the same level of education working in STEM is better than working in non-STEM jobs.

  17. Students and workers divert from STEM in school and in the workforce. Diversion has to do with interests, values, and pay.

  18. Women are less likely to be found in STEM jobs or fields of study and these decisions begin well before wages have any significant impact on a student’s assessments.

  19. Work Interests and Work Values (highly associated with STEM) • Derived from the O*NET database and Census data. • Certain key knowledge areas, skills, abilities, work interests, and work values are significantly more important to, and characteristic of, STEM and STEM-competitor occupations than other occupations.   • These similarities facilitate the diversion of STEM talent into other occupations, especially STEM competitors, which on average pay better than STEM occupations. • Work Interests associated with STEM: Realistic and Investigative • Work Values associated with STEM : Individual Achievement, Independence, and Recognition

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