ohio’s mathematics and science talent pipeline

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Ohio’s Mathematics and Science Talent

Pipeline

November 21, 2005

Improving Ohio’s Mathematics and Science Talent Pipeline

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IT’S A DIFFERENT ECONOMIC GAME . . .

The Knowledge Economy

Well-educated, skilled workersTechnological innovationStrong research capacityNew kinds of businesses

TalentTechnologyKnowledge

Capital


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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, 2000Source: Hudson Institute, 2000

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Factors Affecting U.S. Economy

Fewer Americans majoring in math,

science & engineering

U.S. ranks 11th in broadband deployment

(OECD, June 2004)

Shrinking share of best and brightest foreign students in M, S & E High tech trade is

in growing deficitHigh tech trade is in growing deficit

Declining U.S. share of global R&D

Declining U.S. share of global R&D

Shrinking U.S. share of global

patenting

Shrinking U.S. share of published

scientific articles

U.S. Economy

U.S. Economy

U.S. 15-yr olds rank 24th in math literacy and 26th in problem-

solving in 2003 global assessment (PISA)

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“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

Business Roundtable (2005) Tapping America’s Potential: The Education for Innovation Initiative.


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U.S. Losing Lead in Science and Innovation

Fewer Nobel PrizesDominance between 1960 – 1990; 2000-2004 – 51%

Reduced Share of U.S. Industrial PatentsFrom 60.2% in 1980 to 51.8% in 2003

Fewer Papers Published by U.S. Researchers in Physics Review From 61% in 1983 to 29% in 2003

Reverse Brain DrainDeclining number of foreign doctoral students staying in U.S.


Source: NY Times, May 3, 2004

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U.S. Trained Students Returning to Countries of Origin

Country Per Cent

China 48

Germany 40.5

India 55

Korea 23

Taiwan 27.5

United Kingdom 53

Improving Ohio’s Mathematics and Science Talent PipelineNSB, NSB, Science and EngineeringScience and Engineering Indicators, 2000Indicators, 2000

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The U.S. is losing too many young people along the education pipeline

For every TEN students who start high school …

SEVEN will get a high school diploma(plus ONE will obtain a GED) …

FIVE will enroll in a postsecondary institution …

But fewer than THREE will complete a Bachelor’s degree within ten years.

Source: Jobs for the Future, Boston

Improving Ohio’s Mathematics and Science

Talent Pipeline

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Percent of population

with a bachelor’s

degree

1990

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

1. Massachusetts 33.2% 2. Colorado 32.7% 3. Maryland 31.4% 4. Connecticut 31.4% 5. New Jersey 29.8%…39. OHIO 21.1%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%

Source: U.S. Census Bureau 1990, 2000

IMPROVEMENT, BUT . . .

Ohio Hasn’t Made Up Ground

Ohio Hasn’t Made Up Ground

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Source: U.S. Census Bureau, 2000

Per

cent

of

natio

nal a

vera

ge

80%

90%

100%

110%

120%

1940 1950 1960 1970 1980 1990 2000

U.S. Average

115%

95%

105%

85%

A HIGHLY SKILLED WORKFORCE …

Income and Education

Ohio Per Capita Income

Ohio lacks:

New businesses

New products

New technologies

College graduates

Bachelor’sDegree Attainment

AssociateDegree Attainment

Income and Education


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Ohio’s Education System

New Jobs for Ohioans

Expansions of Existing Companies

Newly Recruited Companies

Infusion of Faculty/Students into Industry

Newly CreatedCompanies

Transfer of Technologyto Industry

Training of Knowledge Workers for Industry

INTELLECTUAL CAPITAL =

Marketplace Value, New Jobs

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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


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Ohio Student Percentage at NAEP 2005

Grade 4 Mathematics Achievement Levels

*Significantly different from 2005


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Ohio Student Percentage NAEP 2005 at Grade 8 Ohio Student Percentage NAEP 2005 at Grade 8 Mathematics Achievement LevelsMathematics Achievement Levels

*Significantly different than 2005


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Closing the Gap?

NAEP Scores - 8th Grade

180

200

220

240

260

280

300

1990 1992 2000 2003 2005

Year

Sco

res

White AverageScale Score

Black AverageScale Score

Hispanic AverageScale Score

Not eligible forfree/reduced pricelunch

Eligible forfree/reduced pricelunch


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Too often, gaps in educational attainment are linked to level of family income

19%

High Income ($75K+)

Completed an Associates Degree or higher

Never obtained a college degree

Never enrolled in college

Dropped out of high school

37%

21%

23%

76%

1% 2%

21%

100%

80%

60%

40%

20%

0%

Low Income (<$25K)

Source: Jobs for the Future, Boston


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Trends in Engineering, Mathematics, and Science Degrees by Award Level in OhioPer Cent Change in Degrees Awarded from 1999-2003

Discipline Associate

2002 %

Bachelor’s

2002 %

Master’s

2002 %

Doctoral

2002 %

Engineering 2,601 0 3,951 10 1,310 - 7 229 - 4

Natural Sciences & Mathematics

2,032 60 5,383 8 1,015 - 4 408 16

All disciplines 20,509 8 54,325 10 18,673 12 1,837 - 3


Source: OBR, Performance Report, 2005

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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.


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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


ohio’s mathematics and science talent pipeline

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