The STEM Study was a data-driven process based on an analysis of the GLBR against national best practices that form the requirements for a robust STEM Talent Pipeline. The research team investigated top performing STEM states including California, Iowa, North Carolina, Ohio, Tennesee, Texas, Utah and Washington, as well as interviewing leading STEM nonprofits, the STEMx network of member states, and STEMConnector, the one-stop shop for STEM information. The assessment examined the region’s current practices and overall effectiveness across the continuum, focusing on four critical components for building a thriving STEM economy: Driven by Employer Demand – A high performing STEM region is one in which employers define and communicate their needs to training providers, the K-12 education system and the broader community. As business needs continue to evolve, the new requirements are quickly reflected in training delivered to workers. Powered by Career and College Ready Students – A STEM region is one in which students are equipped with the foundational skills needed to pursue STEM degrees and careers. Teachers are empowered to excite students and deliver a strong STEM education, and there is a steady supply of high quality STEM educators coming into the system. Focused on Strengthening Technical Skills Needed in the Economy – A high-performing STEM region is one in which technical skill training providers offer training that is aligned with employer requirements and provides students with opportunities to learn STEM skills in advance of employment. Students have the opportunity to participate in focused, experiential learning opportunities that build skills while giving the student an understanding of what life would be like in a particular career. Sustained by a Culture of STEM – A high- performing STEM region is one in which STEM is considered the engine of economic growth and enjoys community support. Funding and incentives are offered to drive the most effective programs to achieve the community’s STEM goals. Taken together, these four components form the basis of a STEM talent pipeline that drives economic development through educational attainment. FIGURE 1 Requirements for an Effective STEM Talent Pipeline employment
Requirement: Driven by Employer Demand “Education needs to be in tune with the job market - otherwise we are training something that isn’t going to be there” – Regional Manufacturer as the labor supply tightens across the country, communities, industries and businesses are competing in a “battle for talent.” Businesses will move to where talent is plentiful, especially when talent is hard to find. In order to be competitive and seize growth opportunities, the talent supply in the GLBR must be aligned and responsive to employers’ STEM demands. A high-performing STEM region is one in which employers define and communicate their needs to training providers, the K-12 education system and the broader community. As business needs continue to evolve, new requirements are quickly reflected in training delivered to workers. This creates an environment where retraining costs are minimized, worker productivity is maximized, and talent supply and demand are tightly matched. Finding #1: Economic growth is constrained by challenges finding qualified STEM talent According to the GLBR STEM Employer Survey, a regional survey of GLBR employers19: Approximately 53 percent indicated that applicant availability has prevented them from developing new products or services. Approximately 41 percent indicated that their overall productivity had declined as a result. Approximately 35 percent reported a reduction in production output or sales. In addition to constraining the growth of businesses in the GLBR, challenges in finding qualified STEM talent also deter companies seeking to enter the According to interviews with regional economic development groups, two of biggest factors that companies consider when choosing to open new facilities are the current availability of talent and the education system in place to fuel the talent
Requirement: Powered by Career and College Ready Students “We need to foster scientific inquiry and mathematical process from the start.” - Great Lakes Bay Region Superintendent Students are the foundation upon which a robust STEM talent pipeline sits. a high-performing STEM region is one in which students are equipped with the foundational skills needed to pursue STEM degrees and careers. In order for the GLBR to become a thriving hub of STEM talent, the k-12 education system must produce students with strong STEM skills and competencies, especially in math and science. It must also provide effective curricula and programming, in and beyond the classroom, which promote STEM literacy, empower teachers to excite students and deliver a strong STEM education, and have a steady supply of STEM educators coming into the system every year. Finding #2: Current student achievement levels in key STEM skill areas indicate that the GLBR will be challenged to produce a strong STEM workforce pipeline Compared to the rest of the world, and especially other industrialized nations, U.S. students have below-average math proficiencies. In a 2012 Program for International Student Assessment (PISA) examination of math literacy, the U.S. ranked 35th out of 65 countries in the proportion of 15-year-old students who were highly competent, scoring at proficiency level 5 and above.26 Finding #1: Strong math, science and literacy skills are the core competencies required for a strong STEM workforce Nearly 97 percent of all STEM jobs require foundational math skills with most requiring proficiencies by 7th grade24. This makes math one of the foundational building blocks for a child’s future success. Like literacy, numeracy is a critical skill that children must develop throughout their education. Early exposure to math courses has been shown to influence high school students’ interest in studying STEM fields25. In addition, early math achievement influences students’ belief that they can succeed in math, which, in turn, influences whether students choose to pursue STEM fields. Within the U.S., Michigan ranks poorly among its peers in both math and reading. Based on the National Assessment of Educational Progress (NAEP) scores, Michigan students have below-average math and reading proficiency levels compared with average U.S. proficiency levels. In 8th grade reading and 8th grade math, Michigan ranks 32nd and 38th respectively, while in 4th grade reading and 4th grade math, Michigan ranks 38th and 42nd, respectively.
“50 percent of our incoming students require some kind of math remediation. for a student who is interested in pursuing a STEM path, that can add two more years to a four-year degree track. That turns a lot of students away from those tracks.” - higher Education official Finding #3: School administrators and teachers are not always aligned on the STEM agenda Surveys of superintendents, principals, and teachers showed that these groups are not aligned on the importance of STEM. When asked how important STEM is in their schools, more than 85 percent of superintendents29 believed STEM to be very important, versus 52 percent of principals and 28 percent of teachers30. Similarly, when asked about the importance of student achievement in STEM subjects to future success, 70 percent of principals said it is very important versus only 44 percent of teachers. The only question on which teachers and principals did agree was regarding the effectiveness of STEM instruction in their schools: 77 percent of teachers and 77 percent of principals believe their STEM instruction to be only slightly to moderately effective. Finding #4: There is limited measurement of STEM programming effectiveness About 72 percent of principals said they did not have specific metrics for measuring the effectiveness of STEM programming. Of those who are measuring effectiveness, most were using measures of student interest in STEM subjects and enrollment to completion metrics for STEM programs, instead of student achievement or proficiency data. Similarly, among STEM initiative funders in the region, there was limited tracking of program effectiveness beyond dollar spending and students impacted; very little data regarding program impacts was available. Finding #5: There is limited STEM-focused professional development Most teachers reported that fewer than a quarter of their professional development hours were spent on topics related to STEM subjects and teaching techniques includ- ing project-based learning. This is largely due to a lack of opportunities; 66 percent of teachers reported that their school districts do not provide STEM professional development opportunities. In addition, learning is not used extensively in the classroom; only 43 percent of principals said it is used in the classroom, even though 97 percent of teachers believed project-based learning to be an effective teaching method. “We don’t use the data we have to our advantage” – Superintendent project-