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In 2010, there were 7.6 million STEM workers in the United States, representing about 1 in 18 workers. (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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STEM occupations are projected to grow by 17.0 percent from 2008 to 2018, compared to 9.8 percent growth for non-STEM occupations. (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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STEM workers command higher wages, earning 26 percent more than their non-STEM counterparts. (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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More than two-thirds of STEM workers have at least a college degree, compared to less than one-third of non-STEM workers. (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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 STEM degree holders enjoy higher earnings, regardless of whether they work in STEM or non-STEM occupations. (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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By 2014, there are expected to be 2 million jobs created in STEM-related fields (Bill & Melinda Gates Foundation)

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The top three causes/contributors to underrepresentation in STEM include lack of quality science and math education programs in poorer school districts (75 percent), persistent stereotypes that say STEM isn't for girls or minorities (66 percent) and financial issues related to the cost of education (53 percent), according to the survey respondents (http://www.physorg.com/news188480565.html)

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That women make up 48 percent of the workforce but only 24 percent of STEM jobs.

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America’s students are falling behind in science, technology, engineering, and mathematics (STEM), and it’s happening at the worst time possible….   We need the skills of innovators, but many of the students who would-be STEM majors just aren’t making it. Minorities, low-income students, and women have been left behind in STEM education and careers, and these stats take a look at the serious problem we’re facing in US education. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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To find out what we can do to improve these situations please click the following link and read the article:

STEM Learning in Afterschool: An Analysis of Impact and Outcomes

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Concern about America’s ability to be competitive in the global economy has led to a number of calls to action to strengthen the pipeline into these fields (National Academy of Sciences, Committee on Science, Engineering & Public Policy, 2007; U.S. Government Accountability Office, 2006; U.S. Department of Education, 2006).

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Forty percent (40%) of all students test at below basic math level; 70% African Americans and 3/5 Latinos test below math level (2005 National A****sment of Education Progress)

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The number of engineering degrees awarded in the United States is down 20% from the peak year of 1985. (Tapping America’s Potential; www.tap2015.org)

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Although U.S. fourth graders score well against international competition, they fall near the bottom or dead last by the time they are 12th graders in mathematics and science, respectively. (Ibid)

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More than 50% of all engineering doctorial degrees awarded by U.S. engineering colleges are to individuals ineligible for the security clearances required for most defense industrial base jobs (Ibid)

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In 2001, there were slightly more than 4 million 9th graders. Four years later, 2.8 million graduated and 1.9 million went on to two and four year college; only 1.3 million were actually ready for college work. Fewer than 300,000 are majoring in STEM fields and only about 167,000 are expected to be STEM college graduates by 2011. (National Center for Education Statistics; Digest of Education Statistics)

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In 2010, there were 7.6 million STEM workers in the United States, representing about 1 in 18 workers (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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STEM occupations are projected to grow by 17.0 percent from 2008 to 2018, compared to 9.8 percent growth for non-STEM occupations (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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STEM workers command higher wages, earning 26 percent more than their non-STEM counterparts (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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More than two-thirds of STEM workers have at least a college degree, compared to less than one-third of non-STEM workers (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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STEM degree holders enjoy higher earnings, regardless of whether they work in STEM or non-STEM occupations (http://www.esa.doc.gov/Reports/stem-good-jobs-now-and-future)

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Regardless of gender, race or ethnicity, interest in science begins in early childhood. Nearly 60 percent of the respondents say they first became interested in science by age 11. This parallels the findings of a 1998 Bayer Facts survey of American Ph.D. scientists, which included white men. In that survey, six-in-ten also reported interest in science by age 11(http://www.physorg.com/news188480565.html)

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Women are grossly underrepresented in scientific fields: Although women in the STEM labor force are growing, they still represent a smaller proportion than men. For example, women make up just 11% of engineering employees. Employment trends are even more variable in sub-fields, with more women earning chemical engineering degrees than electrical engineering. (http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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Women often don’t complete doctoral degrees: Higher levels of STEM education seem to be out of reach for most women. Although almost half of mathematics bachelors’ degrees are awarded to women, only 27% of doctoral degrees are awarded to women. (http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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Girls don’t expect to work in science or engineering as much as boys do: In middle school, boys are more than twice as likely as girls to expect a career in science or engineering. 9.5% of boys plan for a STEM career, while only 4.1% of girls do. (http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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Minorities represent less of the country’s graduate school population than they should: Although minorities make up 28.5% of the national population, they are only 17.7% of the graduate population. Further, only 5.4% of STEM doctorate graduates are minorities. **Despite these statistics, minority students express as much desire to pursue STEM careers as their white and Asian peers. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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Very few black students are awarded engineering degrees: Black students don’t receive many bachelor’s degrees in engineering, and their numbers are declining. In 1995, black students made up just 3.3% of engineering degrees, down to 2.5% in 2005. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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Very few minority students can read specialized text: About 1/12 white students can read and understand specialized text like the science section of a newspaper, but only 1/50 Hispanic and black students can do the same. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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The gap accounts for millions lost in GDP: A report from McKinsey & Co. shares statistics that indicate the gap is similar to a national recession. In 2008, the GDP would have been $310 billion to $525 billion higher if the gap between minority and white student performance had been narrowed. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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The District of Columbia has the worst minority gap: The nation’s capital has the worst gap when it comes to engineering bachelor’s degrees awarded to underrepresented minorities. In 2006, its gap was -30.7 points, just behind California, which had a gap of -30.6 with 43.7% of the population, but only 13.1$ of engineering bachelor’s degrees awarded. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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Minorities experience large gaps in honors course enrollments: Higher level math courses show a disparity in minority enrollments. 7.5% of white students took AP calculus, but only 3.4% of black students and 3.7% of Hispanic students took the same course. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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Minorities often don’t complete STEM disciplines: Although students begin STEM degrees, they don’t always finish them. Nearly 70% of white students will complete the bachelor’s degree they started in a STEM discipline, but only 42% of African Americans and 49% of Hispanics will complete the same degree. ( http://www.atomicrobotics.com/2011/12/stem-facts-philly-stem-profit/)

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CSTEM is excited to announce a partnership with Lemonade Day-A FREE educational program designed to teach youth real life skills and business lessons that will last them a life time!   The FREE Lemonade Day backpacks filled with educational materials are ready, but you must register TODAY.

Register for Lemonade Day today at

www.Houston.LemonadeDay.org

and click on the register for Lemonade Day tab.

Lemonade Day

Register HERE for Lemonade Day

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CEA Welcomes CSTEM as New Academic Partner and Affiliate Member

 CSTEM Makes National News

 Read the article, click below:

Early STEM Program Still Going Strong