www.afterschoolalliance.org w hy stem? a nd w hy stem in a fterschool ?
TRANSCRIPT
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www.afterschoolalliance.org
WHY STEM? AND WHY STEM IN
AFTERSCHOOL?
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WHY IS STEM EDUCATION
SUCH A HOT ISSUE?
White House. “A STEM Education, Tools to Change the World.”
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RECENT & PROJECTED GROWTH IN STEM &
NON-STEM EMPLOYMENT
Source: ESA calculations using Current Population Survey public-use microdata and estimates from the Employment Projections Program of the Bureau of Labor Statistics.
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STEM SKILLS IN DEMAND
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STEM DEPENDENT CAREERS
1950: 82,000 science and engineering workers
2007: 5.5 million science and engineering workers
Annual growth rate of 6.2%, nearly 4 times the 1.6% growth rate for the total workforce
Unemployment rates are lower Impending retirement of baby boomers may
create even greater demand
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STEM CAPABLE CAREERS
Thirty occupations projected for the fastest growth between 2008 and 2018 will require STEM knowledge whether to fulfill pre-service training requirements or for on-the-job learning.
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OREGON 2018: STEM JOB STATS
Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM. Georgetown University Center on Education and Workforce.
8,205
44,870
2,360
29,47017,470
* Includes Computer Technicians, Programmers, and Scientists
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OREGON 2018: EDUCATIONAL
DISTRIBUTION OF STEM JOBS
Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM. Georgetown University Center on Education and Workforce.
Education Level
Number of Jobs
Percentage
High school or less
6,380 6%
Some college 16,930 17%
Associate’s 12,150 12%
Bachelor’s 44,220 43%
Master’s 17,580 17%
Doctoral 5,150 5%
Total 102,420 100%
Post-secondary Education, 94%
High school or less, 6%
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EDUCATING THE WORKFORCE
OF THE FUTURE
Source: Georgetown Center on Education & the Workforce, via GOOD Magazine, 2010
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STATE OF STEM K-12 Education
Higher Education 30%+ of college students need remedial
courses in math and science Few students major in STEM Lack of diversity of students entering STEM
fields Leaky pipeline
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THE NATIONAL GAPS—8TH GRADE MATH
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
49%39%
16%
38%
40%
39%
12%18%
43%
By Race/Ethnicity – National Public
Proficient and AboveBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
Source: NAEP, 2011
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THE NATIONAL GAPS—8TH GRADE SCIENCE
African American Latino White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
68%59%
23%
24%30%
36%
8% 12%
41%
By Race/Ethnicity – National Public
Proficient/AdvancedBasicBelow Basic
Perc
enta
ge o
f Stu
dent
s
Source: NAEP, 2009
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8TH GRADE SCIENCE
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GENDER GAP IN U.S. COLLEGES
Women account for 57% of college
students
Women earn 57% of college degrees; men
43%
Women account for 60% of graduate studentsSource: Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century, Feb. 2011, Harvard Graduate School of Education
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COLLEGE MAJORS AND GENDER
Engi
neer
ing
Compu
ter S
cien
ce
Phys
ics
psyc
holo
gy
Biol
ogical
scien
ces
Agric
ultu
ral S
cien
ces
Chem
istry
0%
20%
40%
60%
80%
100%
81 81 79
2340 50 50
19 19 21
7760 50 50
FemaleMale
Source: Science and Engineering Indicators, 2010.
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LEAKY PIPELINE FOR MINORITIES
S & E Doctorates
S & E Master's degrees
S & E Bachelor's degrees
College Enrollment
College-Age Population
0.0% 10.0% 20.0% 30.0% 40.0%
5.4%
14.6%
17.7%
26.6%
32.2%
People of Color as a Per-centage of:
Source: Expanding Underrepresented Minority Participation: America’s Science and Technology talent at the Crossroads (National Academies Press, 2010)
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SCIENCE AND ENGINEERING BACCALAUREATE DEGREES BY
RACE/ETHNICITY
1995 20070
10
20
30
40
50
60
70
80
WhiteHispanicBlackAsianNative American
Source: Science and Engineering Indicators, 2010.
378,100 S & E degrees awarded in 1995; 485,800 S & E degrees awarded in 2007
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DIVERSION OF TALENT FROM STEM JOBS
Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM. Georgetown University Center on Education and Workforce.
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ECONOMIC IMPLICATIONS
We need a broad base of people who are STEM capable
Minorities will be the U.S. majority by 2050They will be the majority of the
school-age population far soonerWe cannot under-educate the
majority of the U.S. workforce
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STEM EDUCATION – NATIONAL PRIORITY
White House initiatives
Bipartisan, bicameral support for issue in Congress
STEM priorities in many grant solicitations
21CCLC starting new focus on STEM
Business interest
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ALL HANDS ON DECK!
LIFE Center, University of Washington
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AMERICA AFTER 3PM
8.4 million kids participate in afterschool programs
15.1 million kids on their own after school
Economy is having an impact.
Summer and Rural/Urban Data also available
America After 3PM2009 Compared to 2004
National Percentages
2009 2004
Kids in Afterschool Programs
15% 11%
Kids in Self Care 26% 25%
Kids in Sibling Care 14% 11%
Parents Satisfied with Afterschool
Program
89% 91%
Kids Who Would Participate if a Program were
Available
38% 30%
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AFTERSCHOOL PARTICIPATION IN
OREGON
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CHANGE THE EQUATION:
LOST OPPORTUNITY
Participation needs to go up!
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WHY DO SCIENCE AFTERSCHOOL?
Source: Lawrence Hall of Science, “Hands-On Science in Afterschool Programs”
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DECODING “FUN” REASONSFOR DOING SCIENCE AFTERSCHOOL
(AND OTHER TALKING POINTS)•Better than listening - Implies passive learning in school, active learning preferred
•Enjoy experiments – This is hands-on and again active (independent) learning.
•Afterschool has “things to help you learn” – Implies that there are additional experiences that contribute to a deeper understanding (constructivist learning model)
•“You made it…and made it work” – Afterschool projects allow for ownership, independent (or team) problem-solving, perseverance
• Hands-on crucial for visual and kinesthetic learners, offers differentiated instruction
•Makes science less intimidating - which are barriers to girls/under-represented groups
•Comfortable environment to experiment
•Different objectives than school, more flexibility
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WHY STEM IN AFTERSCHOOL?
Youth development principles
Complementary experience to school
Flexible setting, can show relevance by tailoring individualized experiences
Hands-on projects – play with science without fear of failure
Can do long-term projects
Reach populations under-represented in STEM fields
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WHAT DOES STEM LOOK LIKE IN
AFTERSCHOOL?
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TIME SPENT ON SCIENCE, GRADES
1ST-4TH
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IMPORTANCE OF SKILLS ACROSS OCCUPATIONS
Mathematics (Skill) Critical Thinking (Skill)
Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM Executive Summary. Georgetown University Center on Education and Workforce.
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AFTERSCHOOL AS A PARTNER
Interest
Exploration
Engagement
Learning
Skills & Proficienc
y
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THE ROLE OF AFTERSCHOOL
Education
Engagement
Economy
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STEM IN AFTERSCHOOL
34
YES99%
NO1%
Do you believe it is important to offer STEM programs after school and during the summer?
YES33%
NO61%
Do you consider STEM to be the primary focus of your af-terschool program?
No After-school
Program6%
4 hours per week is the time spent most commonly spent on STEM in a typical (non-STEM-focused) program.
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RESEARCH:OUTCOMES OF
STEM IN AFTERSCHOOL
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WHAT DOES THE DATA SAY?
Hints from NAEP scores - show distinct impact of “hands-on” and “out-of-school-time” science activities
Research supports potential
Role of OST in inspiring STEM interest increasingly recognized
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OUTCOMES OF STEM LEARNING
IN AFTERSCHOOL
Quick study done in Fall 2011 from evaluation reports of afterschool STEM programs.
Found 3 main outcomes: Increased interest in STEM fields and careers Increased knowledge and skills Increased graduation rates and pursuit of STEM
majors in college
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DELPHI STUDY ON AFTERSCHOOL STEM
OUTCOMES Just concluded study looked at specific
outcomes, indicators, and sub-indicators field can deliver.
Includes practitioners and “supporters” Outcomes:
Developing interest in STEM and STEM learning activities
Developing capacities to engage in STEM learning activities
Coming to value the goals of STEM and STEM learning activities
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Indicators – asked to rank in order of how field best positioned to impact1. Active participation in STEM learning
opportunities 2. Curiosity about STEM topics, concepts or
practices 3. Ability to productively engage in STEM processes
of investigation 4. Awareness of STEM professions5. Ability to exercise STEM-relevant life and career
skills (6)6. Understanding the value of STEM in society (5)
DELPHI STUDY ON AFTERSCHOOL STEM
OUTCOMES
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POLICY MATTERS:
WHO CARES AND ARE THEY INVESTING IN IT??
A
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FEDERAL SUPPORT FOR AFTERSCHOOL
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21ST CENTURY COMMUNITY LEARNING CENTERS21st CCLC Funding History
Fiscal Year
Amount Appropriated
Amount Authorized in No Child Left Behind
Act
1998 $40 million n/a
2002 $1 billion $1.25 billion
2007 $981 million $2.5 billion
2010 $1.166 billion $2.5 billion
2011 $1.154 billion $2.5 billion
2012 $1.152 billion $2.5 billion
199819992000200120022003200420052006200720082009201020112012$0
$200,000,000
$400,000,000
$600,000,000
$800,000,000
$1,000,000,000
$1,200,000,000
$1,400,000,000
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STEM IN 21ST CCLC
The purpose of the STEM in 21st CCLC initiative is to leverage the reach of the 21st CCLC programs by incorporating STEM activities into funded programs to enhance learning opportunities for students and better prepare them for the workforce of tomorrow.
The initiative provides technical assistance and support in STEM to State Education Agencies (SEAs) and Local Education Agencies (LEAs) to assist 21st CCLC programs in preparing students with the skills and motivation needed to enter STEM-based careers.
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STEM ED INVESTMENTS AT THE FEDERAL LEVEL
Total of $3 billion in STEM education
investments across federal science mission
agencies.
The Office of Science
Technology Policy is working on a strategic plan to better coordinate
investments.
Source: The Federal STEM Education Portfolio, December 2011
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PRIVATE INVESTMENTS
Many more other funders…
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MOTT & NOYCE FOUNDATIONS: COLLABORATING ON AFTERSCHOOL
STEM
Based on common goal of increasing and improving quality STEM education
Growing number of state networks supporting afterschool and STEM programs
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Systems Building: CA, NY
STATE NETWORKS: AFTERSCHOOL & STEM
Project Liftoff: MO, MI, OK, NE and KS
No Network State Network
Systems Planning:IA, IN, KY, OH, FL, MA, PA, MD, NC Currently expanding:AR, NJ, OR, SC, WY
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CONTINUED INVESTMENT AND GROWTH
o Noyce-Mott Partnership will continue to grow over the next three years
o Networks looking for museum and science center partners to deepen afterschool/summer STEM system building
o Key stakeholders in bridging the formal and informal STEM efforts for children and youth
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OTHER OPPORTUNITIES Many STEM education bills introduced as part of
ESEA reauthorization, some related to afterschool.
o Afterschool Alliance Policy Recommendations http://www.afterschoolalliance.org/STEM-POLICY.CFM
o States – NGA released brief to Governors on informal science education
WiA, COMPETES & Higher Ed Act reauthorization coming up next year.
Next Generation Science Standards 100k in 10
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AFTERSCHOOL ALLIANCE RESOURCES
www.afterschoolalliance.org
On Our Website:
• Policy Issues
• Research
• Funding Sources
• Curricula Resources
• Partners and Allies
• Assessment & Evaluation
Tools
**NEW**
• Funding guide
• Advocacy guide
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STAY CONNECTED!Anita KrishnamurthiDirector of STEM Policy (202) 347-2030
@afterschool4all
www.facebook.com/afterschoolalliancedc Afterschool Snack