before it’s too late education, careers, and american society

BEFORE IT’S TOO LATEEducation, Careers, and

American Society

333

Competency Urgently Needed Rapid pace of change in the global economy and

in the American workplace.

• Higher levels of knowledge and skills needed to succeed in today’s workplace.

Increasing need for mathematics, science and technology in everyday decision-making.

Inextricably linked to nation’s security interests.

The intrinsic value of mathematical, scientific, and technological knowledge shape and define our common life, history, and culture.

444

Fewer unskilled jobs, More higher skilled jobs

Source: U.S. Bureau of Census and PA Department of Labor and Industry, Center for Workforce Information and Analysis (PA statewide)

0%

20%

40%

60%

80%

100%

1950 1994 2002

Professional

Skilled

Unskilled

16%

73%

10%

30%

47%

23%

40%

40%

19%

555

Jobs require more education than before

32%40%

12% 16%9%

31% 28% 32%

0%

20%

40%

60%

High school dropouts High schoolgraduates

Some college/assoc.degree

Bachelor's degreeand higher

Employment share, 1973 Employment share, 2001

-23%

-9%

+16%

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, ETS, 2003.

Change in the distribution of education in jobs1973 v. 2001

40%32%

16%

+16%

40%

12%

666

Workplace Requires > HS Diploma

Jobs that require at least some post-secondary education will make up more than two-thirds of new jobs.

Share of new jobs, 2000–1010%

22%

36%

31% High schooldropout High schooldiplomaSomepostsecondaryBachelor'sdegree

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, ETS, 2003.

777

Opportune Time for Progress

Education reform has the attention of the American public.

There are resources to invest in education.

Much has been learned about ways to improve math and science achievement.

A coming demographic shift will result in the retirement of two-thirds of the teaching force.

888

Framework for Presentation

How effective is K-12 education?

How effective is K-12 mathematics and science education?

What is the impact of technology?

999

Education Overview

How effective is K-12 education?

• Are students completing their education?

• Are they learning what they need?

101010

On-time high school graduation, 2002

Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February

2005, http://www.manhattan-institute.org/html/ewp_08.htm.

52% 56%

78%

0%

25%

50%

75%

100%

Latino African American White

Per

cent

age

of 9

th g

rade

stu

dent

s

111111

Leaks in the Education Pipeline

Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004. Data are estimates of pipeline progress rather than actual cohort.

68%

40%

27%18%

0%

25%

50%

75%

100%

Graduate highschool

Start college Persist 2nd year Earn degree

Per

cent

age

of 9

th g

rade

stu

dent

s

121212

Pipeline: Of 100 students

Graduate from High School on Time

• National Average 68

• Idaho 77

• Montana 77

• Oregon 69

• Washington 68

• Wyoming 73

Source: National Center for Public Policy and Higher Education, Policy Alert, April 2004

131313

Pipeline (Continued)

Immediately Enter College


• Idaho 34

• Montana 41

• Oregon 33

• Washington 30

• Wyoming 38


141414


Still enrolled in Sophomore Year


• Idaho 22

• Montana 27

• Oregon 23

• Washington 22

• Wyoming 23


151515


Graduate College on Time


• Idaho 14

• Montana 17

• Oregon 15

• Washington 15

• Wyoming 20


161616

High school graduation rate: US trailing

OECD Reporting Country

Graduation Rate (%)

1 Denmark 100 2 Norway 97 3 Germany 93 4 Japan 92 5 Poland 90 5 Switzerland 90 7 Finland 85 7 Greece 85 9 France 82

9 Hungary 82 9 Italy 82

12 Czech Republic 81 13 Belgium 79 13 Iceland 79 15 Ireland 77 16 United States 73 17 Sweden 72 18 Luxembourg 68 18 Spain 68 20 Slovak Republic 61

Source: Organisation for Economic Co-operation and Development, Education at a Glance 2004, 2004.

171717

HS Graduates’ Lack of Preparation

Average estimated proportions of recent high school graduates who are not prepared

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

42% 45%

0%

25%

50%

75%

100%

High school graduates notprepared for college-level

classes

High school graduates notprepared to advance

beyond entry-level jobs

181818

Meaningful HS Diploma

Source: Achieve Survey/Research, 2006.

191919

College Bound ≠ College Ready

Nearly three in 10 first-year students are placed immediately into a remedial college course.

Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

28%

22%

14%

11%

0% 20% 40% 60%

Reading, writingor math

Math

Writing

Reading

202020

Remediation ≠ Graduation

Many college students who need remediationespecially in reading and math, do not earn either an associate’s or a bachelor’s degree.

Percentage not earning degree by type of remedial coursework

Source: National Center for Education Statistics, The Condition of Education, 2004.

76%

63%

0%

25%

50%

75%

100%

Remedial reading Remedial math

Perc

en

tag

e o

f colleg

e s

tud

en

ts

212121

HS Course-taking Narrows the Gap

*Completing at least Algebra II plus other courses.

Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.

61%75%

86%

73%

45%

79%

0%

100%

All college entrants Entrants who had strong highschool curriculum

African American Latino White

30%

13%

222222

1%2%

5%3%

14%8%

33%15%

44%

67%

Opinion LeadersVoters

United States

China

Japan

European Union

India

Strongest Economic Power Today

8%6%

5%8%

4%9%

32%26%

45%39%

Opinion LeadersVoters

China

United States

India

European Union

Japan

Strongest Economic Powerin 20-30 Years

Public Opinion Research by:

232323

Math and Science Education

How effective is K-12 math and science education?

• Test scores?

• Teacher quality?

• Majors?

242424

Idaho/National Average Test Scores

252525

Idaho/National Education Indicators

262626

2005 NAEP: Mathematics (National)

Mathematics performance improved for the nation, for the majority of states, and for many student groups.

Fourth-graders’ average score was 3 points higher and eighth-graders’ average score was 1 point higher in 2005 than in 2003, on a 0 to 500 point scale.

272727

2005 NAEP: Mathematics (State)

Average scores at grade 4 increased in 31 states. The percentage of students performing at or above Basic increased in 23 states and the District of Columbia.

At grade 8, 7 states had higher average scores in 2005 than in 2003. The percentage of students performing at or above Basic increased in 5 states.

Good enough?

282828

2005 NAEP: Mathematics (Idaho)

In Grade 4

86% scored at or above Basic

40% scored at or above Proficient

5% scored at or above Advanced

In Grade 8

73% scored at or above Basic

30% scored at or above Proficient

5% scored at or above Advanced

292929

2005 NAEP: Science (National)

At grade 4, the average science score was higher in 2005 than in previous assessment years.

At grade 8, the average science score in 2005 showed no significant change compared to results in 1996 and 2000.

At grade 12, the average science score was lower than in 1996, and showed no significant change from 2000.

303030

2005 NAEP: Science (States)

Since 2000

9 states improved at Grade 4

11 states improved and 4 declined at Grade 8

5 states improved at both grades.

Idaho had no significant difference at either grade.

313131

Well-prepared Teachers?

Percentage of teachers with major in main

subject taught, grades 7-12

1994 2000

English 78% 70%

Mathematics 72% 67%

Science 74% 75%

Social Studies 80% 78%

Source: US Department of Education, School and Staffing Survey 1999-2000

323232

Well-prepared teachers? (Continued)

Source: Richard Ingersoll, Out-of-Field Teaching and the Limits of Teacher Policy, CPRE, 2003.

42.7%

41.5%

48.9%

47.1%

0% 20% 40% 60%

Social Studies

Science

Mathematics

English

7-12 Teachers who lack major, certification or both

333333

Uneven Teacher Quality Distribution

In high poverty schools, 40% of teachers do not have even a minor in mathematics.

In the remaining schools, 28% of teachers do not have even a minor in mathematics.

In high poverty schools, 20% of teachers do not have even a minor in science.

In the remaining schools, 14% of teachers do not have even a minor in science.

343434

Flat STEM Bachelor Degree Production

353535

US STEM Talent Pool Compared

363636

What is Your Greatest Concern?

US K-12 student performance in math and science lags

behind other countries

Far fewer US college students earn science & engineering

degrees than students worldwide

Technical jobs are growing 5 times faster than others; less

than 15% of US students take scientific/technical coursesHalf the engineering, math, computer science doctoral students in US are born in

other countries23%

12%

18%

22%

14%24%

36%

28%

Opinion Leaders

Voters

373737

11%

5%

28%

27%

56%

65%

ParentsNon-parents

Reluctance To Influence Choices:

Allow child to pursue whatever career path

he/she feels suits best

Encourage child to pursue career in science,

tech, engineering, math but balance with child’s

preference

Try to persuade child toward career in science, tech, engineering, math

Jobs requiring technical training – in science, technology, engineering, and math – are growing five times faster than other occupations. Which approach would you take with your child/a child you’re close to about career choices?

383838

Confluence of Education and Workplace

What is the impact of technology?

393939

Technology is Changing Workplace

Computers are able to perform more efficiently than humans in a limited and well-defined set of tasks, predominantly those that involve repetitive cognitive and manual activity.

Computers complement activities requiring non-routine problem-solving and interactive tasks.

The task content of human employment is changing with more demand for non-routine problem-solving.

Source: Autor, D. Levy, F. and Murnane, R. The Skill Content of Recent Technological Change: An Empirical Exploration. 2003

404040

Technology is Changing Job Tasks

Source: Autor, D. Levy, F. and Murnane, R. The Skill Content of Recent Technological Change: An Empirical Exploration. 2003

414141

Business is A Key Player

Business community has a lot of political influence

• Respected as a honest broker focused on results without the ‘baggage’ of education interest groups.

• Along with higher education, viewed as a customer for the education pipeline

Business has its own point of view

• Along with knowledge and citizenship, education should provide workforce preparation

• Experience in setting and reaching incremental goals

before it’s too late education, careers, and american society

Documents

public policy higher

science education

education pipelinesource

distribution of education

policy alert

postsecondary education

national center

american public