Why is STEM IMPORTANT?

• The concern for STEM shortages tends to focus on an insufficient supply of STEM workers, but the deeper problem is a broader scarcity of workers with basic STEM competencies across the entire economy.

• Demand for STEM competencies is far greater than the 5 percent traditional STEM employment share suggests, and stretches across the entire U.S. job market, touching virtually every industry.

Anthony P. Carnevale, Nicole Smith, and Michelle Melton, October 2011. STEM Science, Technology Engineering, Mathematics – Executive Summary. Report issued by the Georgetown University Center on Education and the Workforce. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-execsum.pdf

What is STEM Education? The Science, Technology, Engineering, and Mathematics (STEM) fields are collectively considered core technological underpinnings of an advanced society, according to both the National Research Council and the National Science Foundation. • The term is commonly used in

relation to the nation's economic competitiveness and the related need for education programs in support of future generations.

What are STEM Capabilities?

Anthony P. Carnevale, Nicole Smith, and Michelle Melton, October 2011. STEM Science, Technology Engineering, Mathematics – Executive Summary. Report issued by the Georgetown University Center on Education and the Workforce. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-execsum.pdf

Why is STEM Important? • A solid STEM foundation is not just important to fuel a pipeline of

technology-based workers – STEM proficiency at high school graduation keeps every option open

for the student to pursue the career or pathway of their choice • A comprehensive and integrated curriculum develops critical thinking

through four dimensions:

Science

• Art of observation and how to assess observations against organized body of knowledge

• Understand how body of knowledge evolves over time as new observations are made

Technology

• Tools that make precise observations and measurements possible

• Provide advantages to multiple mechanical power through tools

Engineering

• How to problem solve through unpacking it into logical steps

• Iterative process…trying out ideas and adjusting approaches based on the experimental results

Mathematics

• Universal language to codify and describe the relationships of data and functions that comprise scientific and engineering methods

Education of Fortune 500 CEOs

SOURCES: Spencer Stuart 2004 CEO Study: A Statistical Snapshot of Leading CEOs Spencer Stuart 2006 Leading CEOs: A Statistical Snapshot of S&P 500 Leaders Spencer Stuart 2008 Route to the Top

Education of Fortune 500 CEOs: Undergraduate Degrees

0%

5%

10%

15%

20%

25%

2004 2006 2008

Engineering Business Administration Economics Liberal Arts Accounting

Undergraduate Degree in Natural and Physical Sciences by Selected Countries, 1985-2005

Physical Sciences Natural Sciences Thousands Thousands

SOURCE: National Science Board Science and Engineering Indicators 2008, Figure 2-35

Undergraduate Engineering Degrees by Selected Countries, 2004 (or earlier)

0%

10%

20%

30%

40%

UnitedStates

England SouthAfrica

Japan Iran Germany France SouthKorea

China

Perc

ent o

f Tot

al U

nder

grad

uate

Deg

rees

SOURCE: National Science Board Science and Engineering Indicators 2008, Table 2-37

Bigger Picture-PISA 2009 Math (31st)

Percentage of students reaching the two highest levels of proficiency

• The OECD Programme for International Student Assessment (PISA) surveys 15-year-olds in the principal industrialized countries.

• Every three years, it assesses how far students near the end of compulsory education have acquired some of the knowledge and skills essential for full participation in society.

• Around 470,000 students completed the assessment in 2009, representing about 26 million 15-year-olds in the schools of the 65 participating countries and economies.

SOURCE: PISA 2009 Results: What Students Know and Can Do Student Performance in Reading, Mathematics and Science, Volume 1

PISA 2009 Science (23rd)

Percentage of students reaching the two highest levels of proficiency

• Shanghai-China, Finland, Hong Kong-China and Singapore are the four highest performers in the PISA 2009 science assessment.

• New Zealand, Canada, Estonia, Australia, the Netherlands, Germany, Switzerland, the United Kingdom, Slovenia, Poland, Ireland and Belgium as well as the partner countries and economies Chinese Taipei, Liechtenstein and Macao-China also perform significantly above the OECD average.

SOURCE: PISA 2009 Results: What Students Know and Can Do Student Performance in Reading, Mathematics and Science, Volume 1

The Problem: A Leaky Pipeline

The Problem: Being Shut Out of STEM Careers

California STEM Pipeline

499,905 9th Graders 2001

355,275 High School Graduates 2005

236,258 College Plans Fall 2005

165,380 College Ready Fall 2005

35,226 Majoring in STEM

High School Class of 2005

21,136 (4%) STEM Graduates by 2011

SOURCE: California Department of Education, DataQuest: California Postsecondary Education Commission, Custom Data Reports. California Postsecondary Education Commission, Custom Data Reports

STEM Related Degrees Awarded in California by Gender, 2009

0%

20%

40%

60%

80%

100%

Total CAPop Associates

(n=4,921) Bachelors(n=26,826) Masters

(n=10,344) Doctorate(n=3,160)

Female Male

SOURCE: U.S. Census Bureau, 2009 American Community Survey. California Postsecondary Education Commission, Custom Data Reports. California Postsecondary Education Commission, Custom Data Reports

Relationship Between STEM Education And California’s Economy

• As California’s economy is becoming more knowledge-based, STEM employment is increasing at a much faster rate than non-STEM employment

• Between 1999-2007, – STEM employment increased by 25% – while non-STEM employment increased by only 14%

SOURCE: The Campaign for College Opportunity. Technical Difficulties: Meeting California’s Workforce Needs in Science, Technology, Engineering, and Math (STEM) Fields Executive Summary. (2009)

16

Anthony P. Carnevale, Nicole Smith, and Michelle Melton, October 2011. STEM Science, Technology Engineering, Mathematics – Executive Summary. Report issued by the Georgetown University Center on Education and the Workforce. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/stem-execsum.pdf

STEM Skilled Earning Potential

People with an undergraduate major in STEM make substantially more over their lifetimes than non-STEM majors, by about $500,000!

17 Broadcom Proprietary & Confidential. © 2010

Broadcom Corporation. All rights reserved.

Less than half (44%) of principals surveyed believe their students will receive high quality instruction.

Quality is Low in Many Schools Elementary School Principals’ Reporting of the Likelihood

That Students Receive High-Quality Science Instruction

Good Intentions, but Little Time

Despite educators’ beliefs that science education should begin early, more than half of teachers surveyed spend less than one hour per week on science in kindergarten and the first grade.

Time Spent on Science Instruction in Elementary School

Accountability Pressures Squeeze out Science Teacher-Reported Factors That Are Major or Moderate Challenges to Teaching Science

Challenges to teaching science are affecting all schools, regardless of Program Improvement (PI) status.

And All Schools are Struggling Elementary School Teachers Reporting Major or Moderate Challenges,

by School-Level PI Status

* Indicates statistically significant difference

But Some Schools Face Greater Challenges

Principals in more affluent schools were more than twice as likely to report having launched science initiatives over the past 5 years than those in the state’s poorest schools.

Elementary Principals Reporting Significant Science Initiatives in the Past 5 Years, by School-Level Percentage of Free and Reduced-Price Lunch

K-5 Teachers Feel Less Prepared to Teach Science…

Only about a third of teachers feel very prepared to teach the subject.

Elementary School Teachers’ Self-Reported Preparedness to Teach Various Subjects

…and Less Prepared for Activities Central to HQ Instruction

Elementary School Teachers’ Self-Reported Preparedness in Specific Science Instruction Activities

85% of elementary teachers have not received any science-related professional development in the last three years.

Nearly two-thirds (62%) identified the lack of professional development as a major or moderate challenge to providing science instruction.

Yet Little is Being Done to Support Teachers

In contrast to the teachers’ opinions, less than half (48%) of district representatives viewed the lack of professional development as a challenge.

It’s worth noting that fewer than 21% of districts surveyed reported that they provide science-related professional development to elementary teachers.

Lack of District Support for Professional Development

Perception of Lack of Inservice Educational Opportunities as Major or Moderate Challenge

More than 60% of districts have no district staff dedicated to elementary science.

75% of elementary schools do not have access to a science specialist or coach.

Lack of Staff Dedicated to Science

Resources for Science are in Short Supply

Two-thirds (66%) of teachers say limited funds for equipment and supplies presents a major or moderate challenge to providing science instruction.

More than half (56%) say the same about a lack of facilities.

Common Obstacles to Elementary Science Instruction: Limited Funds and Lack of Facilities

OPPORTUNITIES and ASSETS

High Hopes research found that the following can

make a difference: • Curriculum that engages students in the investigation and

doing of science • Time for teaching • Well-prepared teachers • Access to support and resources

Quality science education requires:

• Commitment • Expertise • Partnerships • Resources

Quality Science Education is Possible

Nearly nine out of ten (86%) Californians in a recent poll viewed science education as very important or essential.

Californians Believe Science Should be a High Priority

Belden, N., Lien, C., & Nelson-Dusek, S. (2010). A priority for California's future: Science for students. Santa Cruz, CA: The Center for the Future of Teaching and Learning.

Californians Think Science Teaching Should Start Early

All Constituents Value Science

African Americans and Latinos are more likely than other demographic groups to say that students should have more science.

Latino parents are more likely than other parents to say that

their children do not spend enough time learning science in school.

African Americans and Latinos are the most likely to say more resources and better equipment…

And African Americans are the most likely to say more training

for science teachers… …would make a big difference in improving science education.

Nearly all (99%) of elementary school principals surveyed reported that providing students with science education is essential (77%) or very important (22%).

98% of principals and 95% of teachers believe it should start early (K-2).

Educators Believe Science is Essential and Should Start Early

Elementary Principals Reporting the Grade at Which Schools Should Begin Teaching Science

NGSS: National Science Standards

NRC Science Framework released July 19, 2011 Practices, crosscutting concepts, core ideas Includes engineering design and technology Performance-based learning and assessments

26 states (California is a lead state) writing standards to

be released Fall 2012

Implications Transform science engagement and learning for students District and classroom needs Community partnerships required Expanded learning time?

National STEM Network

NGA STATES

SOURCE: http://www.innovate-educate.org/focus/national-stem-network/

GATES STATES INNOVATE+EDUCATE STATES

State Networks: California STEM Learning Network

CSLNet aims to address California's workforce needs and better prepare our state's students to contribute to a vibrant California economy by: Increasing interest and competencies

among all K-14 California students in STEM disciplines (with an emphasis on critical thinking and innovation).

Ensuring all California students are college and career ready, without the need for remediation upon graduation from high school, with a greater number of students pursuing STEM-related degrees and careers, and

Building a network that connects existing assets and develop new capacity to innovate, scale and sustain effective STEM teaching and learning.

Initial Regional Alliances • East Bay • Orange County • San Bernardino

County • San Diego County • Silicon Valley

State Networks: California STEM in OST Initiative

Proposition 49: $550m annually

4,000 federally and state-funded after-school programs

Majority are K-5, K-8 located in lowest performing schools

STEM-rich assets: informal science and higher ed institutions, STEM-based corporate assets

State Networks: California Afterschool/OST Network

GOAL: Quality STEM Ed to 1 Million students annually by 2020

National STEM Funders Network

syndicated funding arrangements

STEM FUNDER NETWORK

interested funders designate a specific representative 1

2 managed agenda and common language facilitates interactions among participants

The Way We Work: opportunity exploration uses deliberate project mgt/design to acquire essential information

3

9

5

4

6

participant sponsors a question with objective to ignite “order of magnitude” change in status quo

SPONSORED DEEP

EXPLORATION

? ?

HUMAN CAPITAL PROF DEV

STANDARDS

EVALUATION

? ? ?

How can we attract 10X more?

How can it be done 10X faster? What would be a game changer? What would be a game changer? What would be a game changer?

network has continuity of on-call expertise for rapid opportunity exploration; 10X faster / deeper

go/no go decision among interested participants

7

8

new Informati

on of value

to members

projects

projects

projects

portfolio of projects preconditioned to align with each other and member needs

the “fingerprint” of the network Is created here ; a consistent signature of the way we work

10

On July 19-20, 2011, hosted private, family and corporate foundations in a network designing session.

Participants included: • Broadcom • Motorola • Gordon and Betty

Moore • Gates • Batelle • Carnegie • Lemelson • S. D. Bechtel, Jr. • NASCAR • Noyce • Burroughs Wellcome • Time Warner • Kern Family • Samueli • Packard

At such a difficult moment, there are those who say we can’t afford to invest in science, that it’s a luxury at a

moment defined by necessities.

I could not disagree more.

Science is more essential for our prosperity, our security, our health, and our way of life than it has ever been.

–President Barack Obama

Why is science important for everybody to know? It’s the basis for understanding almost everything.

– Focus Group Participant

What is the OC STEM Initiative?

A local partnership of students, parents, teachers, businesses, and other key community stakeholders invested in Science, Technology, Engineering and Mathematics (STEM) teaching and learning in Orange County.

Goals All students possess the requisite STEM

skills to be competitive for 21st century jobs in Orange County;

All educators and teachers are provided the tools and support to ensure their students are STEM competent and STEM literate; and

Orange County is a major leader in STEM workforce and competitiveness in California and the United States.

OC STEM: www.ocstem.org

National Funders Network Funding Partners

Program & Advocacy

California STEM Learning Network

California OST STEM Network State Networks

Regional Network OC STEM Initiative

Businesses Parents Teachers Funders Programs

Current Partners Broadcom Foundation

Children and Families Commission of Orange County Cotsen Foundation

Edwards Life Sciences JP Morgan Chase Bank

OCTANe Foundation for Innovation Opus Community Foundation

Orange County Department of Education Orange County United Way

Samueli Foundation Southern California Edison Tiger Woods Foundation

Western Digital

OC STEM Initiative Networks and Partners

EARLY LEARNING ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL HIGHER EDUCATION 1st Birth K 2nd 4 yr 3 yr 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th Career 2 yr 1 yr

EARLY LEARNING ELEMENTARY SCHOOL MIDDLE SCHOOL HIGH SCHOOL HIGHER EDUCATION 1st Birth K 2nd 4 yr 3 yr 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th Career 2 yr 1 yr

Science @ OC LASER science

OC STEM Initiative

Math Counts Math competition

California Afterschool Network|Think Together|Discovery Science Center

STEM education programs in out of school

Broadcom MASTERS Program Science fair competition

Cal State University System STEM teacher preparation & training (TBD)

UCI School of Engineering/Community Colleges Community college/university transfer pathway (TBD)

Pre-K Math MIND Program Research and development

MIND Research Institute Algebra

readiness

Discovery Science Center Science of Hockey exhibit & afterschool science programs

Discovery Science Center Science of Hockey curriculum

UCI School of Engineering Freshman recruitment & retention

Faculty recruitment

Orange County Department of Education

STEM initiatives

Mathematics, Engineering, Science Achievement (MESA) Schools Program

Science & math programs

Girls Inc. Eureka Program

National Lab Network STEM professionals in the

classroom

UCLA Engineering ESC online tutoring

Lead STEM Practitioners (LSP) Program LSPs in all 28 school districts (TBD)

Acquires English language and building vocabulary (oral)

Develops motor and perceptual skills Stimulates brain and behavior Students start losing

ground in math

Proficiency in

Algebra I Good basic reading skills

Takes SAT and ACT Graduates from high school

Passes high school exit program Completes college preparatory

coursework (A-G requirements)

Graduates from college

Receives early exposure to STEM

Students start to question relevancy of school learning to

their lives

Students either are or are not comfortable with math & science

College math/English preparatory attainment to transfer from community

college to university

Enters workforce

Academic Milestones: Critical Transitions and Benchmarks

Parental knowledge of early development increases Has strong parent-child

communication Builds self-awareness and

self-regulation Practices healthy behavior

Develops empathy and cooperation

Has qualified math and science

teacher Participates in community and

social organizations

Receives guidance from a non-parent

mentor

Adopts about a career plan

Has sufficient financial aide Develops time and stress

management skills Engages in community and

campus organizations Attains social and

emotional competence

Student, Family and School Support

© Samueli Foundation, 2011

Why Establish STEM Initiative?

48

• Economic future depends on STEM skilled workforce • Informs Foundation work • Aligns work along the education continuum & workforce needs • Catalyzes ideas with broader implications • Leveraging resources

• Provides means for smaller dollars to participate in bigger picture

• Centralized platform for strategic impact • Offers all Foundations a space to have impact

Gerald Solomon Samueli Foundation gsolomon@samueli.org Soo Venkatesan S.D. Bechtel, Jr. Foundation SVenkatesan@sdbjrfoundation.org

49

Questions and Discussion…