Why STEM? Why now?Professional development for

STEM secondary teachers

September 25, 2010

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Why is STEM important?

• Science, technology, engineering, and mathematics—and the innovation they support—are critical to our country’s economic growth, global competitiveness, and national security.

• Leadership in these fields is essential to us as individuals and as a nation.

• It will take the collective effort of all to ensure that the U.S. is able to attract, educate, and retain a STEM workforce prepared for the challenges of the knowledge-based economy.

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• Science, technology, engineering, and mathematics—and the innovation they support—are critical to our country’s

• economic growth, global competitiveness, and national security. Leadership in these fields is essential to us

• as individuals and as a nation. It will take the collective effort of all stakeholders—educational institutions, government,

• and business—to ensure that the U.S. is able to attract, educate, and retain a STEM workforce prepared

• for the challenges of the knowledge-based economy.

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Why now?

• The high demand in Maryland is fueled by a strong federal technical and research presence in the state and a large cadre of private STEM contractors who support federal projects and policy initiatives.

• The arrival of thousands of new high-tech jobs under BRAC, the Base Realignment and Closure process, while solidifying Maryland as a STEM-centric workplace, will further exacerbate Maryland’s deficit of STEM workers.

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How do we compare to other states?

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State data

• Approximately one-third of Maryland high school graduates in 2008 completed the minimal math and science coursework that will allow them to enroll in college level STEM courses.

• The Maryland Business Roundtable for Education is leading a statewide effort—Maryland Scholars—to raise the percentage to two-thirds by 2011.

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What are the challenges?

• Maryland students are being shut out of futures that hold the promise of economic stability and intellectual satisfaction because of poor preparation for life beyond secondary school.

• Of those entering high school, about one quarter will fail to graduate.

• According to the 2009 Student Outcome and Achievement Report

• Of those Maryland students who graduated from a college-prep program in 2006 and entered a Maryland public college, over 30% required college remediation;

• The rate jumped to near 50% for all other graduates.

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It’s not just kids going to college.

• Since research has shown that middle- and high-skill jobs now require the same knowledge and skill sets as those required for entrance into a postsecondary college education, the STEM Task Force is committed to ensuring that all Maryland high school students—those enrolling in two- and four-year institutions, as well as those students entering industry/occupational certification programs, apprenticeships, the armed forces, and middle-skill jobs—graduate prepared with these skill sets.