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Ohio’s Mathematics and Science Talent Pipeline

Ohio’s Mathematics and Science Talent Pipeline. November 21, 2005. Improving Ohio’s Mathematics and Science Talent Pipeline. IT’S A DIFFERENT ECONOMIC GAME . . . The Knowledge Economy. Talent Technology Knowledge Capital. Well-educated, skilled workers Technological innovation

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Ohio’s Mathematics and Science Talent Pipeline

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  1. Ohio’s Mathematics and Science Talent Pipeline November 21, 2005 Improving Ohio’s Mathematics and Science Talent Pipeline

  2. IT’S A DIFFERENT ECONOMIC GAME . . . The Knowledge Economy • Talent • Technology • Knowledge • Capital • Well-educated, skilled workers • Technological innovation • Strong research capacity • New kinds of businesses Improving Ohio’s Mathematics and Science Talent Pipeline

  3. Jobs and the Economy • Many companies import talent to stay competitive • Congress passed legislation permitting entry of 300,000 temporary computer workers from 1988-2002 • 60 % of new jobs require skills possessed by only 20 % of current U.S. workforce • By 2012, the knowledge economy will add: • 16.4 million high technology jobs, including • 4 million computer industry jobs • 8.2 million health sciences jobs (U.S. Department of Labor, 2004) Improving Ohio’s Mathematics and Science Talent Pipeline Source: Hudson Institute, 2000

  4. Factors Affecting U.S. Economy Declining U.S. share of global R&D U.S. 15-yr olds rank 24th in math literacy and 26th in problem-solving in 2003 global assessment (PISA) U.S. ranks 11th in broadband deployment (OECD, June 2004) U.S. Economy Fewer Americans majoring in math, science & engineering Shrinking U.S. share of global patenting Shrinking U.S. share of published scientific articles Shrinking share of best and brightest foreign students in M, S & E High tech trade is in growing deficit

  5. “Tapping America’s Potential” Significant Trends • By 2010, over 90% of all scientists and engineers in the world will be living in Asia • South Korea, with one-sixth of U.S. population, graduates as many engineers as U.S. • 50+ percent of engineering doctorates in U.S. awarded to foreign nationals • Depletion of mathematics and science teacher talent pool by substantially higher private sector compensation • Over 50% of current science and engineering workforce is approaching retirement Improving Ohio’s Mathematics and Science Talent Pipeline Business Roundtable (2005) Tapping America’s Potential: The Education for Innovation Initiative.

  6. U.S. Losing Lead in Science and Innovation Source: NY Times, May 3, 2004 Improving Ohio’s Mathematics and Science Talent Pipeline

  7. U.S. Trained Students Returning to Countries of Origin NSB, Science and Engineering Indicators, 2000 Improving Ohio’s Mathematics and Science Talent Pipeline

  8. For every TEN students who start high school … SEVEN will get a high school diploma (plus ONEwill obtain a GED) … FIVE will enroll in a postsecondary institution … But fewer than THREE will complete a Bachelor’s degree within ten years. The U.S. is losing too many young people along the education pipeline Improving Ohio’s Mathematics and Science Talent Pipeline Source: Jobs for the Future, Boston

  9. 1. Massachusetts 33.2% 2. Colorado 32.7% 3. Maryland 31.4% 4. Connecticut 31.4% 5. New Jersey 29.8% … 39. OHIO21.1% 40. South Carolina 20.4% 41. Oklahoma 20.3% 42. Tennessee 19.6% 43. Indiana 19.4% 44. Alabama 19.0% 45. Louisiana 18.7% 46. Nevada 18.2% 47. Kentucky 17.1% 48. Mississippi 16.9% 49. Arkansas 16.7% 50. West Virginia 14.8% 1. Connecticut 27.2% 2. Massachusetts 27.2% 3. Colorado 27.0% 4. New Jersey 24.8% 5. Virginia 24.5% ... 39. OHIO 17.0% 40. Iowa 16.9% 41. South Carolina 16.6% 42. Louisiana 16.1% 43. Tennessee 15.9% 44. Alabama 15.6% 45. Indiana 15.6% 46. Nevada 15.3% 47. Mississippi 14.8% 48. Kentucky 13.6% 49. Arkansas 13.4% 50. West Virginia 12.3% 2000 1990 Ohio Hasn’t Made Up Ground IMPROVEMENT, BUT . . . Ohio Hasn’t Made Up Ground Percent of population with a bachelor’s degree Source: U.S. Census Bureau 1990, 2000

  10. 120% 115% 110% 105% U.S. Average Percent of national average Ohio Per Capita Income 100% 95% AssociateDegree Attainment 90% Bachelor’sDegree Attainment 85% 80% 1940 1950 1960 1970 1980 1990 2000 Source: U.S. Census Bureau, 2000 Income and Education A HIGHLY SKILLED WORKFORCE … Income and Education Ohio lacks: New businesses New products New technologies College graduates Improving Ohio’s Mathematics and Science Talent Pipeline

  11. New Jobs for Ohioans Newly Created Companies Newly Recruited Companies Expansions of Existing Companies Transfer of Technology to Industry Infusion of Faculty/Students into Industry Training of Knowledge Workers for Industry Ohio’s Education System INTELLECTUAL CAPITAL = Marketplace Value, New Jobs

  12. Why Is Ohio Focused on Mathematics and Science Achievement? • High-wage jobs require high levels of mathematics and science knowledge and skill • Proportion of U.S. students (2%) achieving at the highest mathematics and science levels is half that of other developed nations (4%) • Large mathematics and science achievement gaps between students from high and low income have become a chronic deficiency and an equity issue in Ohio • Ohio will need to use all of its human resources to stay competitive in the global economy Improving Ohio’s Mathematics and Science Talent Pipeline

  13. Ohio Student Percentage at NAEP 2005 Grade 4 Mathematics Achievement Levels *Significantly different from 2005 Improving Ohio’s Mathematics and Science Talent Pipeline

  14. Ohio Student Percentage NAEP 2005 at Grade 8 Mathematics Achievement Levels *Significantly different than 2005 Improving Ohio’s Mathematics and Science Talent Pipeline

  15. Closing the Gap? Improving Ohio’s Mathematics and Science Talent Pipeline

  16. 100% 80% 60% 40% 20% 0% Completed an Associates Degree or higher Never obtained a college degree Never enrolled in college Dropped out of high school 19% 76% 37% 21% 21% 23% 2% 1% High Income ($75K+) Low Income (<$25K) Too often, gaps in educational attainment are linked to level of family income Improving Ohio’s Mathematics and Science Talent Pipeline Source: Jobs for the Future, Boston

  17. Trends in Engineering, Mathematics, and Science Degrees by Award Level in OhioPer Cent Change in Degrees Awarded from 1999-2003 Improving Ohio’s Mathematics and Science Talent Pipeline Source: OBR, Performance Report, 2005

  18. COUNCIL PRODUCTS (1) Findings and policy recommendations to the Governor, Chancellor, and State Superintendent for improvements in the P-16+ mathematics and science education system. (2) Mechanisms for data-based analysis of the education-business economy pipeline and for transforming a scientific analysis of system problems into long term policy recommendations. Improving Ohio’s Mathematics and Science Talent Pipeline

  19. Council’s Work Will Reflect… • Careful, scientific, analytical study of the Ohio system of mathematics and science education • Analysis of the output as it relates to the economic needs of the state • Evidence-based and data-supported determination of causal systemic problems • Selected strategic actions and resources to address those problems • Policy recommendations and longitudinal planning for transforming the system Improving Ohio’s Mathematics and Science Talent Pipeline

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