According to a 2013 College Board report, full-time workers with a bachelor’s degree earn an average of $21,000 more annually than those who have no education beyond high school.
With their rigorous curricula, highly trained teachers and multiple resources, these schools produce better results than traditional high schools in graduating students with STEM skills.
Today’s students have more reasons than ever to care about engineering.
Kevin Jarrett isn’t your typical computer teacher. His students build walls from clay, sand and water. They design parachutes from coffee filters. And it’s perfectly fine if the things they build don’t work the first time.
Since Race to the Top was launched, schools across the country have adopted new, rigorous education standards, implemented stringent teacher evaluation systems and are developing data collection systems to better inform instruction.
More than three million job openings in the U.S. go unfilled for months, according to the President’s Council on Jobs and Competitiveness.
While many in education and STEM fields embrace the new Common Core standards, many strongly oppose them. Some hold the belief that the Common Core will lead to a national curriculum, others believe the standards are weaker than what states have already implemented.
American students are falling behind students in other countries on international assessments of math and science. Statistics such as these are driving the call for education reforms to strengthen science, technology, engineering and math (STEM) education in the country’s schools.
Women make up nearly half the American workforce, yet only 3 percent of engineers, 15 percent of math and computer workers, and 14 percent of scientists are women.
In a first-of-its-kind study, the Brookings Institute analyzed millions of advertisements for job vacancies and compared the length of time jobs requiring science, technology, engineering and math (STEM) skills and non-STEM related jobs remained open.