The month of April saw at least two big announcements from the business community regarding the condition of math and science education in America. First, the U.S. Chamber of Commerce released “The Case for Being Bold: A New Agenda for Business in Improving STEM Education,” calling for the nation’s business sector to challenge the status quo of K-12 math and science education by (among other things) promoting curriculum redesign, carving new pathways to teaching, and leveraging technology.
Just one week later, Change the Equation, a CEO-led nonprofit focused on improving science, technology, engineering, and mathematics education and innovation, released its highly anticipated “Vital Signs” report — a compilation of key education statistics on math and science learning across all 50 states and the District of Columbia. The report is meant to set the foundation for deeper work on identifying and addressing the nation’s STEM education challenges.
Business leaders are right to expect more from our education system — as both employers of graduates and investors within states and communities across the country.
And while a focus on K-12 math and science education is certainly appropriate given the paramount role of academic preparation for success in STEM fields at the postsecondary level, business leaders would be wise to further the STEM education argument and demand more of higher education as well.
According to data out of the Georgetown Center for Education and the Workforce, America will require roughly 22 million new workers with college degrees by the year 2018. A promising statement for national economic betterment, but also troubling as the same report indicates a projected shortfall of “at least 3 million postsecondary degrees.”
This demand for college educated workers combined with the fact that the STEM fields are the fastest growing segment of our economy requires a business community equally engaged in higher education reform as they are in K-12. And such reform must hold at its center the education of those populations growing in size, yet not entering the STEM pipeline in commensurate numbers.
If higher education is going to produce the college-educated STEM workers our economy needs, then we must see more students–especially those from underrepresented backgrounds–not only gain access to college, but complete degrees and credentials.
