The momentum for improving U.S. STEM capabilities is building, with opinion leaders and editorial boards opining in support of reform and newsrooms writing about it across the country.
Read these opinions, the latest news coverage and news from TAP in this section.
Editorial and Op-ed Support
November 17, 2016 — U.S. News & World Report (Opinion) — “To Close Gap in STEM Pipeline, Engage Families”
The U.S. Department of Commerce reports that science, technology, engineering and math (STEM) jobs will grow 17 percent by 2018. And the growth in STEM jobs will be 55 percent faster than non-STEM jobs over the next 10 years. Although such anticipated growth is encouraging since it supports the theory that a thriving STEM workforce is directly linked to the economic prosperity of the United States, there is still concern: as many as 2.4 million STEM jobs could remain unfilled in the nation by that time. Is there a solution to help drive our nation's youth into these fast-growing STEM fields and meet the demand for qualified STEM professionals? According to a new report issued by National PTA, families are the answer.
November 16, 2016 — Fortune (Opinion) — “How American Manufacturers Are Working to Close the 'Skills Gap’”
American manufacturers are leading an innovation revolution, transforming the products we make and how we make them. Boasting the globe’s most productive workforce, abundant energy and unparalleled technical capabilities, our country is poised to advance the promise of manufacturing in America. Companies are creating jobs in the United States, and foreign enterprises are investing at record levels. The manufacturing economy is $2 trillion strong and supports about one in six American jobs. The entire world wants the products of manufacturing in the United States, from internet-connected electronics to lifesaving pharmaceuticals. The only missing piece—the next generation of skilled workers who will take up the mantle of manufacturing and transform the future.
September 16, 2016 — Wall Street Journal (Opinion) — “STEM Literacy and Jobs”
… [S]tudents don’t often appreciate the difference between achieving a modicum of STEM literacy and pursuing a STEM profession. Many avoid taking STEM courses because they have no intention of majoring in a STEM discipline. While everyone agrees that basic literacy is critical for just about any job, we don’t quite have the same level of appreciation that being STEM literate is increasingly important to qualify for a wide variety of jobs in our information-based knowledge economy.
April 12, 2016 — The Journal (Opinion) — “Army Offers STEM Teachers a Summer Research Experience”
A new program associated with the United States Army is preparing a summer program to help teachers of science, technology, engineering and math (STEM). Applications are being accepted through April 22 for the Research Experiences for STEM Educators and Teachers (RESET) program planned by the Army Educational Outreach Program (AEOP).
March 02, 2016 — New York Times (Editorial), (Opinion) — “Student Question | Do We Need a Better Way to Teach Math?”
Do you ever wonder if there is a better way to teach math? Andrew Hacker, who teaches political science and mathematics at Queens College, definitely has:
Here’s an apparent paradox: Most Americans have taken high school mathematics, including geometry and algebra, yet a national survey found that 82 percent of adults could not compute the cost of a carpet when told its dimensions and square-yard price. The Organization for Economic Cooperation and Development recently tested adults in 24 countries on basic “numeracy” skills. Typical questions involved odometer readings and produce sell-by tags. The United States ended an embarrassing 22nd, behind Estonia and Cyprus. We should be doing better. Is more mathematics the answer?
Editorial and Op-ed Support Archive
April 11, 2017 — U.S. News & World Report — “‘Ignite My Future’ Aims to Change Learning”
Using extracurricular activities and after-school programs to pique students’ interests in science, technology, engineering and math careers is a common trend. An initiative, “Ignite My Future in Schools,” takes a different approach by encouraging teachers to incorporate STEM activities into their day-to-day classroom syllabi and make classes more interactive for students. India-based Tata Consultancy Services (TCS) and Discovery Education recently launched the program, which aims to help students apply computational thinking and problem-solving in their work, train teachers and administrators to become well-versed in a transdisciplinary approach and embed computational thinking into everyday disciplines.
April 10, 2017 — THE Journal — “State Progress on K-12 Computer Science Ed Policies: 'We Have a Long Way to Go'”
If understanding of computer science is essential to being an informed citizen, then it makes sense that every child needs an education in the use of computing devices and software, digital literacy and computational processing. That’s the premise of a new report developed by half a dozen organizations that undertook a state-by-state survey of the current state of K-12 CS education. The report, titled “State of the States Landscape Report: State-Level Policies Supporting Equitable K–12 Computer Science Education,” was released during a workshop led by Google, the Education Development Center (EDC) and the Massachusetts Computing Attainment Network (MassCAN) on Google's Cambridge campus.
March 28, 2017 — CNN — “Ivanka Trump to take summer coding class with daughter”
Ivanka Trump revealed Tuesday she’s going back to school. Speaking to middle school students at an event encouraging young women to pursue STEM education, Trump said she and her 5-year-old daughter will take a coding class together this summer. “As a mom, I am trying to do my part, as well. My daughter, Arabella, and I are enrolling in a coding class this summer,” Trump said at Smithsonian’s National Air and Space Museum. “We’re excited to learn this incredibly important new language together. Coding truly is the language of the future.”
March 20, 2017 — THE Journal — “Research: Let's Move STEM Learning Earlier”
All children are born scientists. Just watch very young children plan and plant a community garden, discussing how much watering it needs, what roots are for and how a plant’s growth shifts with the seasons. Yet the public perception appears to be that only some children have scientific inclinations, based in many cases on their family cultures. According to a new research project, children who engage in scientific activities at an early age (between birth and age 8) develop positive attitudes toward science, build up their STEM “vocabularies” and do better at problem solving, meeting challenges and acquiring new skills.
March 01, 2017 — U.S. News & World Report — “After-School Programs Foster STEM Skills”
While many classrooms and internship programs are actively trying to incorporate science, technology, engineering and math – also known as STEM – education into the lives of children and young adults, after-school programs that focus on STEM let children explore new ideas without worrying about keeping their grades up. A new study by the Charles Stewart Mott Foundation and STEM Next, "Afterschool & STEM: System Building Evaluation 2016," surveyed and looked at the impact of more than 160 after-school programs providing informal STEM education in 11 states.
News Coverage Archive
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