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President Obama Launches "Educate to Innovate" Campaign for Excellence in STEM Education

President Obama today launched the “Educate to Innovate” campaign, a nationwide effort to help reach the administration’s goal of moving American students from the middle to the top of the pack in science and math achievement over the next decade.

Speaking to key leaders of the STEM (Science, Technology, Engineering & Math) community and local students, President Obama announced a series of high-powered partnerships involving leading companies, foundations, non-profits, and science and engineering societies dedicated to motivating and inspiring young people across America to excel in science and math.

To read the full article, click here.

Office of Naval Research (ONR) Focuses on Attracting, Developing Diverse Generation of Future Researchers

Challenged by statistics showing that only 31 percent of U.S. undergraduate students pursue technical degrees, and only a third of those come from under-represented populations, the Office of Naval Research (ONR) has launched an effort to build a diverse future workforce for the naval needs in science and technology.

Called STEM2Stern, the first of a series of dialogues exploring ways to identify and attract young scientists kicked off Sept. 3 at ONR´s Arlington headquarters. Increasing the science, technology, engineering and mathematics, or STEM, pipeline has become a critical priority for ONR in its role as the U.S. Navy´s science and technology provider, the organization´s leaders told key stakeholders at the event.

For the full article and to visit ONR website, click here

Furthermore, ONR has announced their funding opportunity for STEM education.

The mission of ONR:

● Inspire the next generation of scientists and engineers. [Grades K-10]
● Engage students in STEM-related hands-on learning activities using Navy content.
[Grades 3-12]
● Educate students to be well-prepared for employment in STEM disciplines in the
Navy or in supporting academic institutions or the Naval contractor community.
[Higher Education]
● Employ, retain and develop Naval STEM professionals. [Higher Education,
Professional Development, Faculty]
● Collaborate across Naval STEM programs to maximize benefits to participants and
the Navy.

To learn more about the funding, click here.

STEM Education Coalition

The Science, Technology, Engineering, and Mathematics (STEM) Education Coalition works to support STEM programs for teachers and students at the U. S. Department of Education, the National Science Foundation, and other agencies that offer STEM related programs.

The STEM Education Coalition is composed of advocates from over 500 diverse groups representing all sectors of the technological workforce – from knowledge workers, to educators, to scientists, engineers, and technicians. The participating organizations of the STEM Education Coalition are dedicated to ensuring quality STEM education at all levels.

For more information, visit their website.

Divided We Fail: Improving Completion and Closing Racial Gaps in California's Community College

The future of California depends heavily on increasing numbers of Californians with certificates, associate degrees, and bachelor’s degrees. Educational attainment in California has been declining with each younger generation - a statistic that bodes poorly for the state’s economic competitiveness. it is essential to increase educational attainment among the latino population, as current levels are relatively low and the latino share of the working-age population in California is projected to grow from 34% currently to 50% by 2040. With nearly one-fourth of the nation’s community college students enrolled in California, success of the obama Administration’s college attainment agenda depends on California increasing completion rates and reducing performance gaps in its 112 community colleges.

For full report, click here

STEM Education Before High School

On Monday, May 12, 2008, the Science and Technology Committee held a field hearing in Texarkana, Texas, to receive testimony on efforts to engage students in math and science at an early age, to keep them interested throughout middle school and high school, and to translate that interest into rewarding careers that will be of benefit to the entire Nation from a federal, school district, university, industry and teacher perspective. Further, we will examine the efforts behind and reasons for the establishment of a STEM-based public elementary school and the progress that it is making with its students, which could serve as a model for the Nation.

To review all content discussed at the field hearing, follow this link.

United States Government Accountability Office

While the total numbers of students, graduates, and employees in STEM fields increased, changes in the numbers and percentages of women, minorities, and international students varied during the periods reviewed. From academic year 1995-1996 to 2003-2004, the percentage of students in STEM fields increased from 21 to 23 percent. Changes in the percentages of domestic minority students varied by group. From academic year 1994-1995 to 2002-2003, the number of graduates in STEM fields increased 8 percent, but this was less than the 30 percent increase in graduates in non-STEM fields. International graduates continued to earn about one-third or more of the advanced degrees in three STEM fields. Between calendar years 1994 and 2003, employment in STEM fields increased 23 percent compared to 17 percent in non-STEM fields, and there was no statistically significant change in the percentage of women employees.

For full report, click here.

On Track to Complete?

A Taxonomy of Beginning Community College Students and Their Outcomes 3 Years After Enrolling: 2003--04 Through 2006

Community colleges comprise the largest single sector of American postsecondary education, enrolling more than 40 percent of all undergraduates (Horn and Nevill 2006; Phillippe and Sullivan 2005). Pressure on community colleges to provide postsecondary education to a demographically diverse and marginally prepared segment of the U.S. population is growing (Bailey and Morest 2006). At the same time, community colleges are being called on to match their long-standing commitment to open access with equal commitment to completion (The National Commission on Community Colleges 2008). Roughly half of community college students complete a credential or transfer to a 4-year college after 6 years. In contrast, nearly two-thirds of students who begin in a 4-year institution complete a bachelor’s
degree in the same time period (Berkner, He, and Cataldi 2002).

The purpose of the study is to examine the 3-year outcomes of the most recent national cohort of first-time community college students, and to investigate the relationship between these outcomes and the CCT. Neither the CCT nor the methods used to analyze this relationship are meant to imply causality. Specifically, the descriptive survey data used in the study and the types of analyses conducted (t-tests and logistic regressions involving descriptive cross-sectional and longitudinal data) cannot support causal claims. In the analyses, unmeasured factors may underlie the associations between variables included in the study, and there may be more complex interactions among variables that are not examined in this report. Finally, the data do not provide the specific reasons underlying students’ intentions or their enrollment behaviors, which form the basis of the CCT.

To read the full study, follow this link

CRS Report for Congress

There is growing concern that the United States is not preparing a sufficient number of students, teachers, and practitioners in the areas of science, technology engineering, and mathematics (STEM). A large majority of secondary school students fail to reach proficiency in math and science, and many are taught by teachers lacking adequate subject matter knowledge.

When compared to other nations, the math and science achievement of U.S. pupils and the rate of STEM degree attainment appear inconsistent with a nation considered the world leader in scientific innovation. In a recent international assessment of 15-year-old students, the U.S. ranked 28th in math literacy and 24th in science literacy. Moreover, the U.S. ranks 20th among all nations in the proportion of 24-year-olds who earn degrees in natural science or engineering.

For more information, click here.

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