new ingredients for student success bob pearlman [email protected] ...

New Ingredients for Student Success

Bob Pearlman [email protected]

http://www.bobpearlman.org

Harris County Education Technology Forum:

Education, Business & Technology Converge for a Greater Houston Region

Houston, October 1, 2002

mailto:[email protected]

http://www.bobpearlman.org/

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Good News

and

Bad News

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Inaugurated October 1, 2002

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Fall, 2000 – The Dot.Com bust

Spring, 2001 – The Technology and Telecommunications sectors go bust

Fall, 2001 to present – The Blue Chips drop 50%

The First Recession of the New Millennium

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Houston

4th largest city in U.S.

10th biggest Consolidated Metropolitan Statistical Area (CMSA) in U.S.

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Internet Cluster Regions – U.S.Boston

“Route 128”Boston

“Route 128”

New York —“Silicon Alley”New York —

“Silicon Alley”

Washington, D.C. “Silicon Dominion”Washington, D.C.

“Silicon Dominion”

Austin — “Silicon Hills”

Austin — “Silicon Hills”

Seattle —“Silicon Forest”

Seattle —“Silicon Forest”

ResearchTriangle

“Silicon Triangle”

ResearchTriangle

“Silicon Triangle”

Chicago“Silicon City”

Chicago“Silicon City”

Miami“Silicon Beach”

Miami“Silicon Beach”

Atlanta“Capital of the

New South”

Atlanta“Capital of the

New South”

Los Angeles “Digital Coast”Los Angeles

“Digital Coast”

San Francisco“Multimedia

Gulch”

San Francisco“Multimedia

Gulch”

Silicon ValleySilicon Valley

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Global Internet Cluster Regions

Japan“Bit Valley”

Canada“Silicon Valley North”

United Kingdom“Silicon Kingdom”

Scandinavia“Wireless Valley”

Germany“Silicon Saxony”

France“Telecom Valley”

Israel“Silicon wadi”

China/Hong Kong“Cyber Port”

India

Singapore“Intelligent Island”

United States

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Silicon Valley, 2000Silicon Valley, 2000

40% of workforce

in 7 high-tech clusters

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VALLEY OF HEART’S DELIGHT

Silicon Valley, 1970

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What region or regions will be best poised to grow during the next recovery?

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What’s the connection between economic success and student success?

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Workforce Gap

What Workforce Gap?

The

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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to 216,000 in 2000. Most alarming is the increase in the levels of unfilled positions

Note: (1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997Source: A.T. Kearney Analysis, Workforce Study

1997 2000

Commuters

Outside Recruits

Unfilled Positions

160

216

Estimated Gap For High-TechIndustry Clusters - 2000(In Thousands)

Total Demand For High-TechIndustry Clusters - 2000

Local Labor and Voluntary Movers

62%

Unfilled Positions

11%

Outside Recruits

7%

Commuters 21%

100% = 570,000(1)

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The incremental costs to businesses in the Silicon Valley due to this workforce “gap” have escalated to over $6 billion annually

Hi Gap Lo Gap Min Gap

9.2

2.6

7.8

Opportunity Costs

56% Hiring Costs 2%

Turn-over Costs 16%

Salary Premium

26%

Opportunity Costs

Turn- over Costs

Hiring Costs

Salary Premium

Source: A.T. Kearney Analysis, Workforce Study

Annual Workforce Gap Costs ($ Billions)

Incremental Cost Components (%)

100% = $5.2-$6 .6 billions

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Education => Student Success

The Old Formula:

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The Student Success Multiple Choice Test: 1

A

I learned little in high school

B

I learned a lot in High School

C

I learned a lot in high school and

can show evidence of my

work in my Digital Portfolio

on the web

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A

I did not work in a job while I was in high

school

B

I had some jobs while I was in High School

C

I had an internship in my field of interest while I was in

high school

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A

I never made an oral

presentation

B

I made an oral presentation, but

I’m afraid to speak in front of

a group

C

I have no qualms in speaking

before a group. I’ve done it many

times.

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A

I don’t know what I want to do after high

school

B

I’m going to college. I’m not sure what I’ll

major in.

C

I’m going to college. I know what I want to

study.

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A

I don’t use technology for

my schoolwork

B

I occasionally use technology

for my schoolwork

C

I use technology tools all the time to do my work and present it

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The Student Success Multiple Choice Test:6

A

I can’t connect to my

school network from

home

B

I can log onto my school

network from home and see

my assignments

C

I can log onto my school network from home, see my assignments and grades, and

do my work. And so can my parents

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A

I never work with other students

B

A few times I worked with

other students on an

assignment

C

Not always but most of the time we collaborate

with other students (and

sometimes adults) on a

project.

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A

School is boring

B

I am very busy with my

schoolwork, but mostly bored by

it

C

I am really engaged in my projects, my

internship, and my college classes

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A

To graduate I had to pass most of my

courses

B

To graduate I had to pass all of

my courses

C

To graduate I had to pass all of my courses and

present oral, written, and

digital evidence of what I know

and can do.

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A

I don’t know any adults

other than my parents who

could help me

B

I know adults—relatives, friends,

community members– that could probably

help me

C

I know adults—relatives, friends,

community members,, and

supervisors– who have mentored

me in my school projects, at work, and in planning for college and

career

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So what does this mean for preparing kids? The three concerns…

Our kids need opportunities to learn (Education – Preparing Kids for College and Careers)

We need better skilled workers (Workforce Development)

It’s my own kids (get them out of the house when they reach their mid-20s)

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BOOMERANG GENERATION

“We reared our children, educated them, threw them out into the big world and what did they do? They came back home by the millions!”

--Dr. Charles V. Petty, President, Family Success Unlimited

The latest census figures indicate that more than 80 million so-called “empty nesters” now find themselves with at least one grown child at home

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So what do kids need to know and be able to do?

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SCANS Workplace Know-How (1991)Competencies – effective workers can productively use:

•Resources -- identifying, organizing, planning, and allocating time, money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member;

•Information Skills -- using computers to process information and acquiring and evaluating, organizing and maintaining, and interpreting and communicating information;

•Systems Skills -- understanding systems, monitoring and correcting system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor

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SCANS Workplace Know-How (1991)The Foundation – competence requires:

•Basic Skills -- reading, writing, speaking, listening, and knowing arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively, solving problems, seeing things in the mind's eye, and knowing how to learn; and

•Personal Qualities -- responsibility, self-esteem, sociability,

self-management, integrity, and honesty.

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Written for NCREL by Cheryl Lemke, Metiri Group

Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S. Congress Preparing Students for the 21st Century, 1996, American Association of School Administrators

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Job Outlook 2002, National Association of Colleges and Employers (NACE)

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Working in the Real World (i.e. California?)

•Projects, projects, projects

•Teamwork and collaboration

•Self-direction

•Interpersonal skills

•No one asks about your formal education

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So how do students get these skills?

Do students want to get these skills?

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2002 Workforce Study

1999 Workforce Study found that Silicon Valley faced a significant workforce gap, costing industry $3-4 billion a year

Gap was composed of losses from unfilled positions plus additional salary premiums for workers linked to outside recruitment and commuting costs

2000, CA State Senator John Vasconcellos called “our workforce gap … the number one crisis facing Silicon Valley today”.

Could a homegrown workforce fill the gap?

Were local students interested in careers in the technology industry?

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High-tech employment includes not only employment in high-tech clusters, but also employment in technology positions across all traditional industries

• Finance • Human Resources • Accounting • Marketing• Sales• Customer service• Database Development/

Administration• Digital Media• Enterprise Systems

Analysis/Integration• Network Design/

Administration• Programming/Software

Engineering• Technical Support• Technical Writing• Web Development/

Administration• Production• Logistics• Warehouse operations• Inventory management• Others

High-tech Clusters






Administration• Production• Logistics• Warehouse operations• Inventory management• Other

Banking Industry







Construction Industry







Other Traditional Industries

Note: (1) High-tech industry clusters, which includes Semiconductor, Computer/Communications, Software, Bioscience,

Aerospace and Defense, Innovation/Manufacturing Services and Professional Services(2) Estimates of the preceding workforce gap do not include high-tech employment in horizontal industries

Source: A.T. Kearney Analysis, ITAA, AEA

Job

fu

nct

ion

Employment in Vertical Industries Employment in Horizontal Industries

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However, motivation to pursue hi-tech careers is low among students; over half of the students expressed unfavorable perceptions about technology careers

Source: A.T. Kearney analysis, Student Survey

18%18%

25%

39%

Uninteresting Intimidating Dislike/NoFun

OtherInterests

Most Cited Reasons for Motivation Gap(% of those responded “not interested”)

•“People working with computers don’t really have a life…”

11th Grader

•“Computers are too complicated and hard to learn…”

11th Grader

•“I don’t want to sit in front of a computer all day…”

8th Grader

•“Computers are pretty boring…”

11th Grader

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73%82%

32%

Awareness Intent toPrepare

Motivation Employment

Source: A.T. Kearney analysis, Student Survey

• High access to computer and the Internet at home and public schools

• No correlation between access and awareness and motivation to pursue technology careers

• Motivation gap is especially pronounced among students

Contrary to popular belief, the digital divide in Silicon Valley has less to do with access to technology, and more to do with factors that prepare and motivate students to pursue technology careers

Student’s Motivation Gap

99%

82%

Access Content &Usage

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Of the 32% students that are motivated to pursue hi-tech careers very few are girls

36%

23%20%

46%

Desire to pursue a technology career by Gender (1)

Note: (1) Student surveys(2) Enrollment in University of California, Berkeley 1999-2000

Source: A.T. Kearney analysis, California Department of Education, AAUW Educational Foundation Research

14%

87%

51%

49%

Female

Male

Technology Related

Overall

College Enrollment by Gender (2)

Plan to pursue technology careers

Want to work in technology fields

FemaleMale

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The key driver of career motivation is the social network in which students gain access and exposure to information, knowledge and opportunities through members of the network

Parents

Summer Jobs/InternshipsMedia

SchoolRelationships

Individual

Members of Social Network

Source: Student Survey, A.T. Kearney analysis

• Most individuals obtain knowledge about careers through family, friends and mentors

• Students express a strong preference to careers similar to their parents’ careers

• Summer jobs have no future career context or experience

• Internships are experienced by so few that no conclusions could yet be reached

• Many individuals obtain career information form books, magazines, Internet, TV and other media

• Higher performing schools generate more interest in technology careers

High correlation Moderate correlation To be determined in future studies

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Motivation Indexes(1) by Socioeconomic Groupings

To quantify the combined impact on motivation by the various social network elements, the motivation index has been developed. The index indicates the motivation for technology careers is higher among higher socioeconomic groups

Note: (1) 0-.2 = very weak; 2-.4 = weak; .4-.6 = moderate; .6-.8 = strong; .8-1: very strong(2) Motivation index for technology careers = 1 - Motivation index for traditional careers

Source: A.T. Kearney analysis, California Department of Education, California Postsecondary Education Commission

0.640.73 0.77 0.80

0.360.27 0.23 0.20

Upper Upper Middle Lower Middle Worker

Traditional careers

motivation index

Technology careers

motivation index(2) The motivation index for

traditional careers varies but remains strong across

all socioeconomic situations

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Summary of findings The workforce gap in Silicon Valley, comprised of unfilled positions,

outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in 2000.

High access does not appear to translate into high awareness of or motivation to pursue technology careers.

Motivation to pursue technology careers is less among females than males. Social networks for technology acclimation drive an individual’s motivation

and preparation to pursue technology careers

There are fewer technology related networking opportunities for Hispanics and African Americans than for Asians and Whites.

“Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”.

-- Professor Manuel Pastor, Jr., University of California, Santa Cruz

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"The 2002 Workforce Study emphasizes that a cooperative regional effort is needed to expand the social networks that connect young people with the Silicon Valley jobs of tomorrow. We must ensure that young people of all backgrounds have access to accurate, reliable information on high-tech careers and have relationships with role models and other adults who can provide valuable career-related guidance.“

-- Rebecca Guerra, Vice President, Worldwide Human Resources at Riverstone Networks

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… and how will they get these skills?

Awareness Interest Motivation Preparation

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Strategies that Make a Difference

Engagement

Hands-on

Adult connections

Internships

Real World immersion

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Education => Student Success

+ Skills (Hard + Soft)

+ Social Networks

The New Formula:

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So how do you enhance a student’s social network?

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The Teenage Ghetto –

in school and

on-the-job

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Napa New Technology High School student Stephanie Chu points to her office door at Net-Flow Internet Solutions. Before coming to Net-Flow as an intern, she didn’t know what she wanted to do in her career or what to study in college. “Now I get paid for what I like to do”, she says. Her boss, Dean, wants her to continue working with them while in college by telecommuting.

Stephanie Chu

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“After High School, that’s it, I’m out of here”, says Oscar Kegal, a Hispanic student from San Francisco’s Mission High. But after taking part in the Cisco Networking Academy and interning at M Squared, Inc., Kegal says he is going to college and will be successful. His supervisor, M Squared principal Claire McAulliffe, is impressed with the level of work that young people can do. “Maybe one day I will own my own networking company,” Oscar says.

Oscar Kegal

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“My nickname was ‘Trouble’”, says Aiyahnna Johnson, an African-American student at Oakland Tech. “When I was accepted into the Health Academy I started to think more about school and what I wanted to do”. Her supervisor/mentor at the Eastmont Wellness Center, Sandra Williams, expects Aiyahnna to become an obstetrician or gynecologist and to return to work at the Wellness Center and become a community leader.

Aiyahnna Johnson

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Internships•Major impact on high school performance

•Major impact on Post-secondary success

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Concerns about internships

Kids will not behave on the job

Kids in the workplace will take too much supervision

Companies will lose both time and money

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•400+ full-time high school interns since 1993

•Up to 50 annually

•Company, maker of AutoCAD, employs 1800 in Marin County, California

•Win-Win for students and the company

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Intuitions Confirmed...The Bottom Line Return on School-to-Work Investment for Students and Employers

This important study details impact on:

•Higher Academic Achievement

•Better College Preparation

•Reduced Training & Supervision

•Increased Retention

•Increased Hires

•Better Attendance

•Reduced Recruitment Costs

•Reduced Turnover

•Higher Productivity

•Benefits-Cost Ratios

http://www.nelc.org

Autodesk ROI:

$2.32 return for each dollar invested in the Autodesk high school intern program

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Mentoring can also play a key role. Organizations like International Telementor (http://www.telementor.org/) and BeAMentor (http://www.beamentor.org/) link students with long-term mentors in the workplace by telecommunications. These telementors consult with students on their projects and advise students on their college and career plans.

The best youth programs today connect students with caring adults. Intel’s Computer Clubhouses (http://www.computerclubhouse.org/), based on a design developed by the Boston Museum of Science, provides middle school students with a technology-rich after-school “workplace” and provides each student with an adult mentor.

Another way to connect students is to help their teachers become effective networkers. Programs such as IISME (Industry Initiatives in Science and Math Education, http://iisme.org/) provide teachers with 6-8 week summer internships at technology companies. The experience not only updates teacher skills and provides them with new curriculum ideas, it also connects them with the industry contacts that can provide social networking opportunities for their kids.

Programs and Strategies that Enhance a Student’s Social Network

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New Technology High SchoolNapa, California

http://www.newtechhigh.org/

Integrating technology into every class

Interdisciplinary and project-based

Internship class consisting of classroom curriculum and unpaid work in technology, business or education

Digital Portfolio

TED FUJIMOTO, JOANNE MILLER, AND MARK S. MORRISON, DIRECTOR

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When I asked a student what was different about this school and the school she had come from, she said “this school will prepare me to be a community leader”.

-- Alan November, September 2002,

visit to New Tech High School

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TECHNOLOGY TOOLS

FOR …

Learning

Curriculum

Communication

Assessment

Scalability*

• Computerized Tutorials• On-Line Curriculum

• E-Library• Academic Systems

• Document Libraries• Project Design Template

• Project Standardization• Digital Textbooks

• Student E-Mail• Parent E-Bulletin

• Online Curriculum• Internship Coordination

• Digital Gradebooks• Student Journals

• Collaboration Database• Learning Logs

• PBL Unit Library• Customizable Templates

• Support Databases• Account Management

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New Technology HS

LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• COLLABORATION

• CRITICAL THINKING

• ORAL COMMUNICATION

• WRITTEN COMMUNICATION

• CAREER PREPARATION

• CITIZENSHIP AND ETHICS

• CURRICULAR LITERACY (CONTENT STANDARDS)

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PersonalizationProjectsExhibitionsDigital Portfolios InternshipsTechnology

Reinvent the High School Experience!

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So what can business and community leaders do?

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What Business and Community Leaders Can Do…

•Become Board Members and Industry Advisory Board Members

•Sponsor Internships, Job Shadows

•Teachers in the Workplace

•Mentor kids

•Work with Teachers and Students on Projects

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Houston Area Technology Advancement Center (HATAC)

•Make the Houston region THE skill and knowledge center of the United States/world

•Business-to-Education-to-Business (B2E2B)

•Create economic prosperity for all socioeconomic stakeholders by fashioning a Business-to-Education-to-Business (B2E2B) feedback loop that facilitates high tech skill and knowledge solutions from area educators to satisfy skill and knowledge needs from the business community. This effort will enhance the growth of high tech economic development capabilities within the Houston area.

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What else business can do…..

Lead the Dialogue (Bay Area Council, Greater Boston Technology Initiative)

Inform the Region (Joint Venture: Silicon Valley Network)

Build the B2E2B Coalition for Change (Boston Compact, Silicon Valley Challenge 2000: 21st Century Education Initiative, Boston’s LINC2—Learning and Information Network for the Community)

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GET READY FOR THE RECOVERY !

Bob [email protected]

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks", http://www.bobpearlman.org/Articles/Student_Success.htm

GET CONNECTED!

BUILD THE B2E2B COALITION!

new ingredients for student success bob pearlman [email protected] ...

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