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Governor Mary Fallin’s

S. Governor Mary Fallin’s. TEM. ummit. Dr. Stephen McKeever. A STEM-educated Workforce: Why it is important to Oklahoma. The Oklahoma Industry Ecosystem : The main wealth generating businesses in Oklahoma are found in*: Aerospace and Defense Energy Agriculture & Biosciences

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Governor Mary Fallin’s

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  1. S Governor Mary Fallin’s TEM ummit

  2. Dr. Stephen McKeever

  3. A STEM-educated Workforce: Why it is important to Oklahoma • The Oklahoma Industry Ecosystem: • The main wealth generating businesses in Oklahoma are found in*: • Aerospace and Defense • Energy • Agriculture & Biosciences • Information Technology & Finance • Transportation & Distribution All are STEM or STEM-related business sectors. *Oklahoma’s Economic Development Initiative, 2013; Department of Commerce

  4. The STEM Workforce Pipeline : US National Data Net Loss, or Diversion, from STEM, between HS and 10-yr post graduation: 95% Students who are judged capable of a STEM career based on HS qualifications BS STEM graduate working in STEM careers after 10 years Students who graduate with a BS in STEM Students who enter College to study STEM BS STEM graduate working in STEM careers Data from: “STEM”, Carneville et al., 2011; Georgetown Center on Education and Workforce

  5. Oklahoma Data • 53,656 students enrolled (in public colleges) in STEM subjects in 2010-11 (OSRHE: “Degrees of Progress”, 2012 Annual Report) • If ZER0 drop out or change subject, there would therefore be 53,656 STEM graduates after 5-6 years. • However, in 2011-12 Oklahoma (public colleges) graduated 5,297 students in the same STEM disciplines. • Assume the same graduation rate for next 6 years, expect 31,782 STEM graduates. • This represents a drop-out/diversion rate of 40% - comparable to national statistics (38%)

  6. Oklahoma Data Oklahoma’s DEMAND for a STEM-educated workforce: • Average STEM job growth expected to be 6,712 per year for the next 10 years. (Nationally: 9,023 per year) • But, what STEM jobs exactly? How are STEM jobs defined? • Over same period, Oklahoma expected to replace 54%of existing STEM workforce. • What are the reasons for this non-retention? • 94%of STEM jobs will require some college experience • Again, how are STEM jobs defined? • 70%of all STEM occupations will require a bachelor’s degree or higher • How are STEM jobs defined?

  7. Oklahoma Data • Oklahoma’s SUPPLY of a STEM-educated workforce: • STEM graduates (associates degrees and up) from Oklahoma institutions of higher education were 5,910 in 2010-2011 • But in what subjects? Are they the right subjects for Oklahoma? • High percentage of these leave state (or country) • How many? • Some divert to other non-STEM careers • How many? • Career Tech Certificates • How many in STEM Fields? • How many of these already have college STEM degrees? • How many are already employed in STEM jobs?

  8. What We Need for Oklahoma • Reconcile Supply versus Demand data • Exactly how many STEM-qualified workers are needed? • In what areas? • With what Qualifications? • Education and Industry need to work on this problem together • Identify the under-supply areas (and the over-supply areas) • Identify why graduates (and workers) leave STEM fields • Identify solutions Create a joint strategy for Oklahoma’s STEM Workforce future

  9. Why such a large Dropout/Diversion rate? Are the students well-enough prepared when they enter college? Physics AP Physics Chemistry AP Chemistry Biology AP Biology Genetics Microbiology Environmental Sci. + 5 Foreign Languages Physics AP Physics Chemistry AP Chemistry Biology + 2 Foreign Languages NCLB RTTT EOI At OSU 7-8% of incoming Freshman require remedial classes, most of whom require remedial Math

  10. Why such a large Dropout/Diversion rate? Do students understand what careers are possible with STEM qualifications? Do students understand what STEM courses are needed at HS to attain those careers? Typically, young students love dinosaurs, space, etc.? Why/when/how do they lose their interest in science?

  11. Our Purpose Today • Start a state-wide dialogue about STEM issues. • Ask: what needs to be done? What can be done? • Ask: who needs to take action, and what action? • Ask: how we should fund such initiatives? • Solutions not just in our schools, but also involve our industries, our political system, our communities and our homes. • Today we start the journey toward those solutions

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