Will the highly qualified STEM graduates please stand up?
The economy is expected to add about 1 million new STEM jobs by 2022, yet the U.S. has one of the lowest ratios of STEM to non-STEM bachelor’s degrees in the world. That’s a serious STEM shortage, according to an issue brief released last week by Public Impact. The report mirrors a point we’ve written about before: that it’s widely argued that the U.S. educational system is simply not churning out enough highly qualified STEM (science, technology, engineering and math) graduates to meet the needs of U.S. employers.
Why is this? Students aren’t being adequately prepared by our K-12 systems to pursue STEM degrees once they land in college, according to Public Impact.
Again, why? Public Impact posits that one big reason is a serious lack of skilled STEM teachers – and the numbers it cites are pretty compelling:
- Twenty-five thousand new STEM teachers are needed every year – and yet fewer than 9,000 highly qualified high school students say they have any interest in going into teaching.
- Only 10 percent of education majors in the bottom 25 percent of university education schools are taking the courses they need to teach middle school math – and yet that same pool of education schools produces 60 percent of middle school math teachers.
- In 2013, only 30 percent of eighth graders had math teachers who had majored in math.
- More than 40 percent of high school STEM teachers leave the profession within their first five years.
Lots of people and groups recognize these troubling statistics and are trying to do something about them, including the 100Kin10 collaborative (of which Mass Insight Education is a partner), which aims to get 100,000 STEM teachers into U.S. classrooms within a decade.
Public Impact’s proposed solution is the creation of what they call an Opportunity Culture – developing new models that redesign jobs or use technology to attract more highly qualified candidates into STEM teaching jobs and then to place those teachers into high-leverage situations where they interact with a large number of students.
We’re excited to see where Opportunity Culture has proven success and then how replicable the approach is. The success of our AP/STEM program stems in part from exposing more students to a rigorous AP curriculum – but also from allowing high-quality AP teachers to reach more students. It’s encouraging to learn about other initiatives that, coupled with our own, could put more students on a path to postsecondary success and increase the number of qualified STEM graduates.