STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America

Introduction

Introduction When I compare our high schools to what I see when I’m traveling abroad, I am terrified for our workforce of tomorrow. Bill Gates Science, technology, engineering, and mathematics (STEM) education is vital preparation for today’s high-tech information economy. Unfortunately, American students lag their counterparts in most other countries in achievement. This book presents a positive blueprint for reforming STEM education in our schools, colleges, and universities. The United States (and, indeed, much of the world) is reeling from a severe economic crisis. Most adults define themselves in great part by their work, and suddenly, the form and demands of that work have changed. Simultaneously, Americans have become increasingly concerned about the dire state of education . American high school students consistently rank at or near the bottom in international assessments of educational achievement. With fewer qualified workers domestically, U.S. businesses are hiring more scientists, engineers, and other skilled workers from foreign countries. The last 20 years have seen a dazzling array of innovations in technology, communications, financial products, and corporate structures, including the Internet, corporate outsourcing to remote locations throughout the world, and open source software platforms. But these innovations pose challenges to the status quo of an older, shrinking industrial economy. Faced with new technological and educational challenges, many Americans have become discouraged about the future of the U.S. economy and about the diminishing career opportunities they, their children, and their grandchildren will face. Policy analysts and pundits have expressed anxiety, even fear, about whether the United States will continue to be a world leader economically. Scholars and think tanks have issued reports about globalization and have speculated about which countries and economies will dominate the next quarter century. 2 s t e m t h e t i d e Each report has expressed concern about the state of American education and called for reform. But the next step—specifying exactly how that reform can be accomplished—has not yet been taken. Focusing on Strengths, Not Weaknesses In this book, I show that America has the knowledge and experience to reform our schools, colleges, and universities now. Our students can compete successfully in the global economy. American scientists and engineers can contribute creatively in this changed environment. For decades, my research has focused on the improvement of mathematics and science education; on building strong undergraduate programs; and on funding, managing, and strengthening university research programs. This book offers a primer on the latest research and discoveries of leading educators and social scientists about how to reform STEM education. I am optimistic that we can fix American education and research now that we know what needs to be done. American students can be educated in elementary , middle, and high school, and in our colleges and universities, to compete successfully with their counterparts from other countries. American scientific leadership can be renewed by understanding how technology and commerce have changed in the past decade and by addressing the problems in American math and science education and in university research. While we can learn from observing what works in other countries, it is a mistake for U.S. educators to slavishly imitate instructional strategies that work in other countries. We must build upon our unique strengths. High Expectations, Limitless Potential Many students have been excluded from the study of mathematics and science education because it has been falsely assumed that they lack the intelligence to master the subject. This is the fatal flaw in American education. By instituting consistently high expectations in these subjects, we can unleash a reservoir of hidden talent in the United States. Assumptions about predetermined intelligence and aptitude are wrong. All students—including women, students of color, and impoverished students—can master science and math and can be prepared now for America’s future global economic challenges. To keep high-tech jobs in the United States, • we must keep talented students engaged in STEM education; • we must evaluate rigorously any educational reform to ensure that it works; i n t r o d u c t i o n 3 • we must create an environment for talented teachers that fosters creativity and productivity; • we must increase access to affordable, high-quality undergraduate education; and • we must get students excited about scientific research. STEM Education: The Historical Context The first modern-era challenge to American technological leadership was the Soviet Union’s successful...