www.afterschoolalliance.org

WHY STEM? AND WHY STEM IN

AFTERSCHOOL?

WHY IS STEM EDUCATION

SUCH A HOT ISSUE?

White House. “A STEM Education, Tools to Change the World.”

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.

STEM SKILLS IN DEMAND

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

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.

6

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

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%

2

EDUCATING THE WORKFORCE

OF THE FUTURE

Source: Georgetown Center on Education & the Workforce, via GOOD Magazine, 2010

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

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

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

8TH GRADE SCIENCE

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

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.

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)

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

DIVERSION OF TALENT FROM STEM JOBS

Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM. Georgetown University Center on Education and Workforce.

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

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

ALL HANDS ON DECK!

LIFE Center, University of Washington

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%

AFTERSCHOOL PARTICIPATION IN

OREGON

CHANGE THE EQUATION:

LOST OPPORTUNITY

Participation needs to go up!

WHY DO SCIENCE AFTERSCHOOL?

Source: Lawrence Hall of Science, “Hands-On Science in Afterschool Programs”

27

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

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

WHAT DOES STEM LOOK LIKE IN

AFTERSCHOOL?

TIME SPENT ON SCIENCE, GRADES

1ST-4TH

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.

AFTERSCHOOL AS A PARTNER

Interest

Exploration

Engagement

Learning

Skills & Proficienc

y

THE ROLE OF AFTERSCHOOL

Education

Engagement

Economy

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.

RESEARCH:OUTCOMES OF

STEM IN AFTERSCHOOL

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

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

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

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

POLICY MATTERS:

WHO CARES AND ARE THEY INVESTING IN IT??

A

FEDERAL SUPPORT FOR AFTERSCHOOL

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

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.

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

PRIVATE INVESTMENTS

Many more other funders…

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

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

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

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

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

STAY CONNECTED!Anita KrishnamurthiDirector of STEM Policy (202) 347-2030

@ankrishn1akrishnamurthi@afterschoolalliance.org

@afterschool4all

www.facebook.com/afterschoolalliancedc Afterschool Snack