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Addressing the STEM Workforce Challenge: Kentucky (pdf 2012)

Kentucky has an opportunity to increase its STEM-ready workforce. The large percentage of STEM interested students already enrolled in college who are very close to math proficiency represents a fruitful area for partnerships between business and higher education. In addition, Kentucky should consider developing strategies that build awareness of the benefits of STEM education and careers, starting with students who are already proficient in math but currently not interested in pursuing STEM.

Addressing the STEM Workforce Challenge: Ohio (pdf 2012)

Ohio, like many states, has a challenge ahead in meeting the demand for STEM-skilled workers. The state could begin by focusing on the large percentage of students who are already math proficient and enrolled in college, offering them incentives and building interest in entering the field. In addition, initiatives focused on increasing math proficiency and STEM interest among African American and female students could create a more diverse STEM workforce.

STEM Interest Among College Students: Where They Enroll (pdf 2012)

Workforce projections signal an urgent need to develop science, technology, engineering, and math (STEM)-educated college graduates. Students who graduate high school proficient in math are typically prepared to pursue STEM majors in college. However, many students in the United States who are currently enrolled in two- and four-year colleges and universities are not proficient in mathematics. In addition, a large pool of the students who do enter college with the math proficiency to succeed in STEM majors are not interested in the field. Under-preparation and lack of interest may pose a threat to the United States' long-term global competitiveness in the STEM fields.

Addressing the STEM Workforce Challenge: Missouri (pdf 2012)

While states and the federal government have put efforts in place to increase the size of the workforce trained in science, technology, engineering, and math (STEM) to meet innovation demands, there continues to be a nationwide shortage of students who are interested in and prepared for such careers. Missouri is no exception to this problem, one which threatens to impact the country’s ability to compete in the global economy.

Creating the Workforce of the Future (pdf 2011)

Current interest in STEM fields and proficiency in math are not sufficient to meet U.S. workforce demand.  As the country’s population becomes increasingly diverse, gender and race/ethnicity disparities in STEM interest and proficiency will exacerbate workforce challenges.  Policy interventions will require a nuanced two-pronged approach focused on increasing STEM interest and improving math proficiency.

Accelerating Math Learning Among Students Interested in STEM (pdf 2011)

STEM-interested, but not math proficient students represent some of the low-hanging fruit of the STEM education pipeline.  In particular, using new learning tools to accelerate math achievement during the latter part of high school could move considerable numbers of students into STEM education and the STEM workforce, increasing the diversity of both. 

Leveraging Higher Education’s Untapped Potential To Prepare Tomorrow’s STEM Workforce (pdf 2011)

Innovations in science and engineering have driven economic growth in the United States over the last five decades. More recently, technology has risen to become a defining driver of productivity in business and industry. In that context, college graduates in science, technology, engineering, and mathematics (STEM) disciplines provide critical talent that fuels America’s competitive ability.