Stem Integration Within America 's Schools

Science education has been a controversial topic among employers and schools for years. Employers are requesting more STEM graduates yet the schools are unable to keep up with the rising demand. Unemployment rates continue to go up while positions in the science, technology, and engineering fields have remained open and unfulfilled. STEM (science, technology, engineering, and mathematics) education is vital to the position of the United States in the world standings in STEM research and design. Currently 3 of the 5 top positions in STEM research are held by Asian countries and sadly the United States doesn’t even fall in the top 10 for the list. There was once a time when the United States led the world in STEM research, but times have

STEM (science, technology, engineering and mathematic) includes some of the most versatile and important careers in the modern world. Most new developments that are making the world a better place to live are from the influences of STEM fields. As the world becomes more technologically developed there is an increase demand for students well-trained in the STEM related fields. To keep pace with this rapidly expanding area of the economy requires an adequate number of P-12 teachers with the necessary content knowledge and skills to train the next generation. Currently, Texas is facing a critical shortage of teachers with strong backgrounds in STEM. This STEM teacher shortage is impacting student learning and if too many teachers pursue degrees

Michael S. Teitelbaum argues in his report, “ The Myth of the Science and Engineering Shortage” that while it may be true that there is an increase in STEM jobs in the US, the fact is for the majority of STEM jobs the wages have been stagnant or declining, indicating that there is no demand for STEM graduates. Teitelbaum continues by stating that it is very simple to claim there is a shortage in STEM by hand-picking specialized fields in STEM that may currently have a shortage due to location and specific years, as a result of changing technology, But to state that all STEM related occupations are experiencing a shortage because a few specialized fields are experiencing a shortage is dangerous as it paints a false a narrative of reality to pursuers’ of STEM degrees. In addition when comparing the unemployment rate of occupations such as registered nurses, physicians, dentists, and lawyers to occupations in STEM, that proponents of STEM have valiantly claimed are experiencing a massive shortage, the unemployment for STEM occupations is staggering. With recent graduates suffering the most with unemployment rates in engineering and computer science above seven percent, as well as an unemployment rate hovering slightly below twelve percent for graduates in information systems ( Teitelbaum). Teitelbaum states that while it may be true that the US is consistently scoring in the middle in international assessments, they are still producing a third of all high-performing students in science and fourteen percent of high-performing students in math. In addition, he states he is not against the push for science and math, as he believes all high school students should be adept in both, but that there is “a big disconnect between this broad educational imperative and

Evaluation is vital to education, whether it is a new reform or a back to basics approach. STEM education remains open to interpretation. Drew states that the quality and efficacy of programs across the United States require quantitative and qualitative evaluations (2011). These studies should include the long-term benefits of grant funding and best practices for sustaining effective STEM programs when the grants and funds from corporate sponsors terminate (Johnson, 2014). Ultimately, the evaluation and research requires dissemination to schools across the country in order to affect the necessary reforms.

By the year 2020, the Hispanic population in Texas will outnumber the non-Hispanic White population (Petter and Hoque, 2013). However, Hispanics do not play a significant role in the STEM workforce (Robinson, 2007). The drastically low number of Hispanic students with a STEM degree only represent 5% of the total STEM workforce (Clewell, 2006; Malcolm, 2010; Arcidiacono, Aucejo, & Hotz, 2013). To further amplify the situation, 25% of jobs created over the next six years will require a bachelor’s degree (Strong American Schools, 2008).

Since the 1990’s however, there has been a 33% increase in the number of Hispanic Students enrolling in STEM programs. This does not mean that they necessary complete their degree, as Hispanics more likely to drop out of the program or university than their white counterparts. It used to be that one required a formal collegiate education in order to enter the STEM field, but more and more STEM students are entering the field through the completion of IT technical programs, or certificate programs. Hispanics have been taking advantage of this easier pathway into STEM careers, as 24 % of all STEM technical certificates were earned by Hispanics in the 2009-2010 school year. Unfortunately, the percentage of STEM degrees earned by Hispanics experienced

This report navigates the current state of STEM demographic in the country. It examines the reasons why there are less females undertaking STEM majors and gives recommendations on the problems. A brief history on STEM is outlined and the discussion follows with in depth analysis on the subject. STEM is a very critical education discipline with an importance in the economy of the country. Much as it is important, few students choose a career path in STEM. Although, there are more than 50% female students in Colleges and Universities, 12% take STEM related course. Why is this? This report is a compilation of empirical data collected in journals on the same subject explaining

In 2005, three controversial reports on science, technology, engineering, and mathematics (STEM) education were published. These reports brought attention to the reality of STEM careers and education. Our nation was told to gravitate towards careers in science, technology, engineering, and mathematics to help boost the morale of Americans and our global economy ranking; however, recent studies reveal that there are not enough jobs available for the amount of STEM graduates the U.S. is producing each year. In May 2005, Innovate America was published addressing a majority of the issues regarding the Global Economy. In July 2005, Tapping America's Potential (TAP) was published by a handful of corporate leaders and presidents of universities;

In recent years, we have had an increased amount of wanted scientists and engineers throughout America. Unfortunately, in America people who chose to take this degree were awarded to majority of nationals from East Asia. To increase the rate at which we are producing the same amount of STEM degree programs, we can start with the framework. The 3 R's, Reading, writing, arithmetic and the 4 Pc’s, Critical thinking and problem solving, communication, collaboration, and creativity are a good starting point for an effective path.children in middle school and high school have more access to these types of programs. However, if we start at an early age, giving elementary students early exposure in these activities, they can bring excitement into wanting to do it in the

Industry , government, and academic leaders argue that americans should make the science, technology, engineering and mathematical fields (STEM) more accessible. “They have high-quality, knowledge-intensive jobs that lead to discovery and new technology,” improving the U.S. economy and standard of living;(Lavender 1). One focus area for increasing the STEM workforce has been to reduce disparities in STEM employment by sex, race, and Hispanic origin. Actually, women, Blacks, and Hispanics have been underrepresented in the STEM employment. Some researchers find that women, Blacks, and Hispanics are less likely to be in a science or engineering major at the start of their college experience, and less likely to remain in these majors by its conclusion.

The United States Department of Education is committed to ensuring that all students have access to a quality Science, Technology, Engineering, and Mathematics (STEM) education (“Science, Technology, Engineering, and Math”, n.d.). Despite this commitment, reports indicate a decline in STEM proficiency as well as a lack of qualified teachers to respond to the deficiency (Holdren, Lander, & Varmus, 2009). The lack of qualified STEM teachers has resulted in critical shortage areas in many districts across the United States, prompting policy reform allowing alternative certification pathways to alleviate shortages (“Alternative Routes”, n.d.). Even with a reduction in critical shortage areas, preliminary reports continue to show little or no

When considering Vasquez ‘s (2013) guiding principles for STEM education which include: emphasis on 21st century learning, focus on integration, challenging students, creating variety in instruction, and establishing relevance (p. 18 -19), Agora’s ability to meet these principles depends on which classroom you visit on each given day. These guidelines have not been emphasized to teachers and due to our cyber-nature, consistency among educators and instruction is a reoccurring issue. Although the raise of cyber-education is a response to 21st century living where ‘students and parents alike have grown to expect and demand the ability to customize various aspects of their lives” (Public School Review, 2016, para. 16), many question whether this form of education can adequately prepare students for 21st century learning. Thus Agora Cyber Charter School often fails to challenge students, create variety or relevance, or support integration and must be restructured to adequately follow a STEM format for learning.

In our ever evolving society we seem to be having a greater affinity to technical jobs and careers more integrated with our technology. It appears that we are heading into a world of Science, Technology , Engineering, and Mathematics or STEM. The STEM fields that are rapidly increasing relate to jobs that deal quite a bit with our newer technology and the creation and development of new and more efficient technologies. To compliment this increase in STEM careers, we need to focus our time, energy, and most of all capital on the lackluster STEM program in our school systems.

A STEM education is a necessity in the United States because the country is lacking knowledgeable people in such fields. However, one is better equipped for multiple job and career positions with the addition of a liberal arts education. It is nearly impossible to transition to different careers with only vocational training. In 2003, the Organization for Economic Cooperation and Development studied math and science literacy among fifteen year olds. The United States was ranked number twenty-four in math literacy (Drew 27). They are behind countries such as Finland, Slovak Republic, and Hungary. Likewise, the United States was ranked number nineteen in science literacy (Drew 27). It is obvious that the country is behind. STEM education needs to be reformed at the secondary and post-secondary levels of schooling. Katrina Trinko, a member of USA TODAY’s Board of Contributors, agrees that more emphasis should be placed on STEM education; however, this emphasis should not be at the sacrifice of a good liberal arts education. She writes, “Even technology wizards can become more innovative with a solid background in liberal arts” (Trinko 6). A liberal arts education is beneficial to people in all career fields.

It is clear that STEM is a rapidly growing and advancing field that is needed for our human progression. There are so many different professions that fall under STEM education and many of them impact the world every day. According to former President Barack Obama "[Science] is more than a school subject, or the periodic table, or the properties of waves. It is an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world" (Science, Technology, Engineering and Math). Here, former President Obama is talking about how important science is as more than just a school subject; science can be taken out of school and used to impact many people and change the world. Some may say that there have been other fields in history that became very popular but