Tapping America's Potential Our Goal: Increase the annual number of U.S. science, technology, engineering and mathematics bachelor's-level graduates to 400,000 degrees by 2015.
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Are We Falling Behind

Editorial and Op-ed Support Archive
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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.

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?

December 18, 2015 — U.S. News & World Report (Opinion) — “On the Path to the Middle Class”
In an era of skyrocketing college costs, ballooning student debt, and rampant youth unemployment rates (higher than at any time since World War II), two young graduates showcase the tremendous potential of high-quality public school career and technical education programs. They have achieved academically and moved directly into high-paying jobs.

December 01, 2015 — News & Observer (Opinion) — “Engineering Our Future with STEM Education”
Just a few years ago, when Brentwood Elementary School students were scoring 30 percent or less proficient on standardized tests, Wake County turned the school – one of the district’s lowest performing – into the Brentwood Magnet Elementary School of Engineering, reorganizing the school day to make STEM a priority.

November 24, 2015 — U.S. News & World Report (Opinion) — “All Parts of Community Should Aid in STEM Learning”
In science there are multiple variables that can affect the results of any one experiment as scientists work to prove or disprove a theory – whether it's the number of participants in a study or the temperature of a room when mixing chemicals. In the same way, there are many factors that impact the path of a child's future success.

November 20, 2015 — U.S. News & World Report (Opinion) — “Students Need STEM Education for 21st Century Economy”
High school seniors are gearing up for college admissions. Hundreds of thousands just took the SAT. Many more will soon sit for the ACT. Applications for early admission are due this month. Yet at graduation in June, many high school seniors will find themselves unprepared for college and the workforce. Young Americans lag behind their foreign peers in the STEM fields of science, technology, engineering and math. That's bad news for our nation's future, since STEM jobs are among the fastest growing and highest paying in the country.

November 16, 2015 — TechCrunch  (Opinion) — “STEM Education, Meet The New Manufacturing”
STEM education and the maker movement have flooded our nation’s schools, making project-based learning much easier to mark off of the instructional “must do” checklist toward meeting new criterion and readying students for a career. Our school districts are feeling the pressure to be innovative and find new ways to engage students with technology while adhering to the newly implemented Common Core Standards and ensure students are prepared for what happens following graduation.

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