Post on 01-Apr-2015
New Ingredients for Student Success
Bob Pearlman bobpearlman@mindspring.com
http://www.bobpearlman.org
Harris County Education Technology Forum:
Education, Business & Technology Converge for a Greater Houston Region
Houston, October 1, 2002
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Good News
and
Bad News
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Inaugurated October 1, 2002
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Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and Telecommunications sectors go bust
Fall, 2001 to present – The Blue Chips drop 50%
The First Recession of the New Millennium
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Houston
4th largest city in U.S.
10th biggest Consolidated Metropolitan Statistical Area (CMSA) in U.S.
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Internet Cluster Regions – U.S.Boston
“Route 128”Boston
“Route 128”
New York —“Silicon Alley”New York —
“Silicon Alley”
Washington, D.C. “Silicon Dominion”Washington, D.C.
“Silicon Dominion”
Austin — “Silicon Hills”
Austin — “Silicon Hills”
Seattle —“Silicon Forest”
Seattle —“Silicon Forest”
ResearchTriangle
“Silicon Triangle”
ResearchTriangle
“Silicon Triangle”
Chicago“Silicon City”
Chicago“Silicon City”
Miami“Silicon Beach”
Miami“Silicon Beach”
Atlanta“Capital of the
New South”
Atlanta“Capital of the
New South”
Los Angeles “Digital Coast”Los Angeles
“Digital Coast”
San Francisco“Multimedia
Gulch”
San Francisco“Multimedia
Gulch”
Silicon ValleySilicon Valley
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Global Internet Cluster Regions
Japan“Bit Valley”
Canada“Silicon Valley North”
United Kingdom“Silicon Kingdom”
Scandinavia“Wireless Valley”
Germany“Silicon Saxony”
France“Telecom Valley”
Israel“Silicon wadi”
China/Hong Kong“Cyber Port”
India
Singapore“Intelligent Island”
United States
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Silicon Valley, 2000Silicon Valley, 2000
40% of workforce
in 7 high-tech clusters
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VALLEY OF HEART’S DELIGHT
Silicon Valley, 1970
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What region or regions will be best poised to grow during the next recovery?
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What’s the connection between economic success and student success?
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Workforce Gap
What Workforce Gap?
The
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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to 216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Note: (1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997Source: A.T. Kearney Analysis, Workforce Study
1997 2000
Commuters
Outside Recruits
Unfilled Positions
160
216
Estimated Gap For High-TechIndustry Clusters - 2000(In Thousands)
Total Demand For High-TechIndustry Clusters - 2000
Local Labor and Voluntary Movers
62%
Unfilled Positions
11%
Outside Recruits
7%
Commuters 21%
100% = 570,000(1)
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The incremental costs to businesses in the Silicon Valley due to this workforce “gap” have escalated to over $6 billion annually
Hi Gap Lo Gap Min Gap
9.2
2.6
7.8
Opportunity Costs
56% Hiring Costs 2%
Turn-over Costs 16%
Salary Premium
26%
Opportunity Costs
Turn- over Costs
Hiring Costs
Salary Premium
Source: A.T. Kearney Analysis, Workforce Study
Annual Workforce Gap Costs ($ Billions)
Incremental Cost Components (%)
100% = $5.2-$6 .6 billions
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Education => Student Success
The Old Formula:
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The Student Success Multiple Choice Test: 1
A
I learned little in high school
B
I learned a lot in High School
C
I learned a lot in high school and
can show evidence of my
work in my Digital Portfolio
on the web
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The Student Success Multiple Choice Test: 2
A
I did not work in a job while I was in high
school
B
I had some jobs while I was in High School
C
I had an internship in my field of interest while I was in
high school
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The Student Success Multiple Choice Test: 3
A
I never made an oral
presentation
B
I made an oral presentation, but
I’m afraid to speak in front of
a group
C
I have no qualms in speaking
before a group. I’ve done it many
times.
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The Student Success Multiple Choice Test: 4
A
I don’t know what I want to do after high
school
B
I’m going to college. I’m not sure what I’ll
major in.
C
I’m going to college. I know what I want to
study.
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The Student Success Multiple Choice Test: 5
A
I don’t use technology for
my schoolwork
B
I occasionally use technology
for my schoolwork
C
I use technology tools all the time to do my work and present it
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The Student Success Multiple Choice Test:6
A
I can’t connect to my
school network from
home
B
I can log onto my school
network from home and see
my assignments
C
I can log onto my school network from home, see my assignments and grades, and
do my work. And so can my parents
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The Student Success Multiple Choice Test: 7
A
I never work with other students
B
A few times I worked with
other students on an
assignment
C
Not always but most of the time we collaborate
with other students (and
sometimes adults) on a
project.
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The Student Success Multiple Choice Test: 8
A
School is boring
B
I am very busy with my
schoolwork, but mostly bored by
it
C
I am really engaged in my projects, my
internship, and my college classes
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The Student Success Multiple Choice Test: 9
A
To graduate I had to pass most of my
courses
B
To graduate I had to pass all of
my courses
C
To graduate I had to pass all of my courses and
present oral, written, and
digital evidence of what I know
and can do.
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The Student Success Multiple Choice Test: 10
A
I don’t know any adults
other than my parents who
could help me
B
I know adults—relatives, friends,
community members– that could probably
help me
C
I know adults—relatives, friends,
community members,, and
supervisors– who have mentored
me in my school projects, at work, and in planning for college and
career
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So what does this mean for preparing kids? The three concerns…
Our kids need opportunities to learn (Education – Preparing Kids for College and Careers)
We need better skilled workers (Workforce Development)
It’s my own kids (get them out of the house when they reach their mid-20s)
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BOOMERANG GENERATION
“We reared our children, educated them, threw them out into the big world and what did they do? They came back home by the millions!”
--Dr. Charles V. Petty, President, Family Success Unlimited
The latest census figures indicate that more than 80 million so-called “empty nesters” now find themselves with at least one grown child at home
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So what do kids need to know and be able to do?
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SCANS Workplace Know-How (1991)Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time, money, materials, and workers;
•Interpersonal Skills -- negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member;
•Information Skills -- using computers to process information and acquiring and evaluating, organizing and maintaining, and interpreting and communicating information;
•Systems Skills -- understanding systems, monitoring and correcting system performance, and improving and designing systems; and
•Technology utilization skills -- selecting technology, applying technology to a task, and maintaining and troubleshooting technology.
Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor
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SCANS Workplace Know-How (1991)The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing arithmetic and mathematical concepts;
•Thinking Skills -- reasoning, making decisions, thinking creatively, solving problems, seeing things in the mind's eye, and knowing how to learn; and
•Personal Qualities -- responsibility, self-esteem, sociability,
self-management, integrity, and honesty.
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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S. Congress Preparing Students for the 21st Century, 1996, American Association of School Administrators
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Job Outlook 2002, National Association of Colleges and Employers (NACE)
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Working in the Real World (i.e. California?)
•Projects, projects, projects
•Teamwork and collaboration
•Self-direction
•Interpersonal skills
•No one asks about your formal education
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So how do students get these skills?
Do students want to get these skills?
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2002 Workforce Study
1999 Workforce Study found that Silicon Valley faced a significant workforce gap, costing industry $3-4 billion a year
Gap was composed of losses from unfilled positions plus additional salary premiums for workers linked to outside recruitment and commuting costs
2000, CA State Senator John Vasconcellos called “our workforce gap … the number one crisis facing Silicon Valley today”.
Could a homegrown workforce fill the gap?
Were local students interested in careers in the technology industry?
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High-tech employment includes not only employment in high-tech clusters, but also employment in technology positions across all traditional industries
• Finance • Human Resources • Accounting • Marketing• Sales• Customer service• Database Development/
Administration• Digital Media• Enterprise Systems
Analysis/Integration• Network Design/
Administration• Programming/Software
Engineering• Technical Support• Technical Writing• Web Development/
Administration• Production• Logistics• Warehouse operations• Inventory management• Others
High-tech Clusters
• Finance • Human Resources • Accounting • Marketing• Sales• Customer service• Database Development/
Administration• Digital Media• Enterprise Systems
Analysis/Integration• Network Design/
Administration• Programming/Software
Engineering• Technical Support• Technical Writing• Web Development/
Administration• Production• Logistics• Warehouse operations• Inventory management• Other
Banking Industry
• Finance • Human Resources • Accounting • Marketing• Sales• Customer service• Database Development/
Administration• Digital Media• Enterprise Systems
Analysis/Integration• Network Design/
Administration• Programming/Software
Engineering• Technical Support• Technical Writing• Web Development/
Administration• Production• Logistics• Warehouse operations• Inventory management• Other
Construction Industry
• Finance • Human Resources • Accounting • Marketing• Sales• Customer service• Database Development/
Administration• Digital Media• Enterprise Systems
Analysis/Integration• Network Design/
Administration• Programming/Software
Engineering• Technical Support• Technical Writing• Web Development/
Administration• Production• Logistics• Warehouse operations• Inventory management• Other
Other Traditional Industries
Note: (1) High-tech industry clusters, which includes Semiconductor, Computer/Communications, Software, Bioscience,
Aerospace and Defense, Innovation/Manufacturing Services and Professional Services(2) Estimates of the preceding workforce gap do not include high-tech employment in horizontal industries
Source: A.T. Kearney Analysis, ITAA, AEA
Job
fu
nct
ion
Employment in Vertical Industries Employment in Horizontal Industries
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However, motivation to pursue hi-tech careers is low among students; over half of the students expressed unfavorable perceptions about technology careers
Source: A.T. Kearney analysis, Student Survey
18%18%
25%
39%
Uninteresting Intimidating Dislike/NoFun
OtherInterests
Most Cited Reasons for Motivation Gap(% of those responded “not interested”)
•“People working with computers don’t really have a life…”
11th Grader
•“Computers are too complicated and hard to learn…”
11th Grader
•“I don’t want to sit in front of a computer all day…”
8th Grader
•“Computers are pretty boring…”
11th Grader
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73%82%
32%
Awareness Intent toPrepare
Motivation Employment
Source: A.T. Kearney analysis, Student Survey
• High access to computer and the Internet at home and public schools
• No correlation between access and awareness and motivation to pursue technology careers
• Motivation gap is especially pronounced among students
Contrary to popular belief, the digital divide in Silicon Valley has less to do with access to technology, and more to do with factors that prepare and motivate students to pursue technology careers
Student’s Motivation Gap
99%
82%
Access Content &Usage
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Of the 32% students that are motivated to pursue hi-tech careers very few are girls
36%
23%20%
46%
Desire to pursue a technology career by Gender (1)
Note: (1) Student surveys(2) Enrollment in University of California, Berkeley 1999-2000
Source: A.T. Kearney analysis, California Department of Education, AAUW Educational Foundation Research
14%
87%
51%
49%
Female
Male
Technology Related
Overall
College Enrollment by Gender (2)
Plan to pursue technology careers
Want to work in technology fields
FemaleMale
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The key driver of career motivation is the social network in which students gain access and exposure to information, knowledge and opportunities through members of the network
Parents
Summer Jobs/InternshipsMedia
SchoolRelationships
Individual
Members of Social Network
Source: Student Survey, A.T. Kearney analysis
• Most individuals obtain knowledge about careers through family, friends and mentors
• Students express a strong preference to careers similar to their parents’ careers
• Summer jobs have no future career context or experience
• Internships are experienced by so few that no conclusions could yet be reached
• Many individuals obtain career information form books, magazines, Internet, TV and other media
• Higher performing schools generate more interest in technology careers
High correlation Moderate correlation To be determined in future studies
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Motivation Indexes(1) by Socioeconomic Groupings
To quantify the combined impact on motivation by the various social network elements, the motivation index has been developed. The index indicates the motivation for technology careers is higher among higher socioeconomic groups
Note: (1) 0-.2 = very weak; 2-.4 = weak; .4-.6 = moderate; .6-.8 = strong; .8-1: very strong(2) Motivation index for technology careers = 1 - Motivation index for traditional careers
Source: A.T. Kearney analysis, California Department of Education, California Postsecondary Education Commission
0.640.73 0.77 0.80
0.360.27 0.23 0.20
Upper Upper Middle Lower Middle Worker
Traditional careers
motivation index
Technology careers
motivation index(2) The motivation index for
traditional careers varies but remains strong across
all socioeconomic situations
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Summary of findings The workforce gap in Silicon Valley, comprised of unfilled positions,
outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in 2000.
High access does not appear to translate into high awareness of or motivation to pursue technology careers.
Motivation to pursue technology careers is less among females than males. Social networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers
There are fewer technology related networking opportunities for Hispanics and African Americans than for Asians and Whites.
“Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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"The 2002 Workforce Study emphasizes that a cooperative regional effort is needed to expand the social networks that connect young people with the Silicon Valley jobs of tomorrow. We must ensure that young people of all backgrounds have access to accurate, reliable information on high-tech careers and have relationships with role models and other adults who can provide valuable career-related guidance.“
-- Rebecca Guerra, Vice President, Worldwide Human Resources at Riverstone Networks
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… and how will they get these skills?
Awareness Interest Motivation Preparation
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Strategies that Make a Difference
Engagement
Hands-on
Adult connections
Internships
Real World immersion
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Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks
The New Formula:
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So how do you enhance a student’s social network?
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The Teenage Ghetto –
in school and
on-the-job
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Napa New Technology High School student Stephanie Chu points to her office door at Net-Flow Internet Solutions. Before coming to Net-Flow as an intern, she didn’t know what she wanted to do in her career or what to study in college. “Now I get paid for what I like to do”, she says. Her boss, Dean, wants her to continue working with them while in college by telecommuting.
Stephanie Chu
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“After High School, that’s it, I’m out of here”, says Oscar Kegal, a Hispanic student from San Francisco’s Mission High. But after taking part in the Cisco Networking Academy and interning at M Squared, Inc., Kegal says he is going to college and will be successful. His supervisor, M Squared principal Claire McAulliffe, is impressed with the level of work that young people can do. “Maybe one day I will own my own networking company,” Oscar says.
Oscar Kegal
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“My nickname was ‘Trouble’”, says Aiyahnna Johnson, an African-American student at Oakland Tech. “When I was accepted into the Health Academy I started to think more about school and what I wanted to do”. Her supervisor/mentor at the Eastmont Wellness Center, Sandra Williams, expects Aiyahnna to become an obstetrician or gynecologist and to return to work at the Wellness Center and become a community leader.
Aiyahnna Johnson
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Internships•Major impact on high school performance
•Major impact on Post-secondary success
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Concerns about internships
Kids will not behave on the job
Kids in the workplace will take too much supervision
Companies will lose both time and money
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•400+ full-time high school interns since 1993
•Up to 50 annually
•Company, maker of AutoCAD, employs 1800 in Marin County, California
•Win-Win for students and the company
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Intuitions Confirmed...The Bottom Line Return on School-to-Work Investment for Students and Employers
This important study details impact on:
•Higher Academic Achievement
•Better College Preparation
•Reduced Training & Supervision
•Increased Retention
•Increased Hires
•Better Attendance
•Reduced Recruitment Costs
•Reduced Turnover
•Higher Productivity
•Benefits-Cost Ratios
http://www.nelc.org
Autodesk ROI:
$2.32 return for each dollar invested in the Autodesk high school intern program
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Mentoring can also play a key role. Organizations like International Telementor (http://www.telementor.org/) and BeAMentor (http://www.beamentor.org/) link students with long-term mentors in the workplace by telecommunications. These telementors consult with students on their projects and advise students on their college and career plans.
The best youth programs today connect students with caring adults. Intel’s Computer Clubhouses (http://www.computerclubhouse.org/), based on a design developed by the Boston Museum of Science, provides middle school students with a technology-rich after-school “workplace” and provides each student with an adult mentor.
Another way to connect students is to help their teachers become effective networkers. Programs such as IISME (Industry Initiatives in Science and Math Education, http://iisme.org/) provide teachers with 6-8 week summer internships at technology companies. The experience not only updates teacher skills and provides them with new curriculum ideas, it also connects them with the industry contacts that can provide social networking opportunities for their kids.
Programs and Strategies that Enhance a Student’s Social Network
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New Technology High SchoolNapa, California
http://www.newtechhigh.org/
Integrating technology into every class
Interdisciplinary and project-based
Internship class consisting of classroom curriculum and unpaid work in technology, business or education
Digital Portfolio
TED FUJIMOTO, JOANNE MILLER, AND MARK S. MORRISON, DIRECTOR
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When I asked a student what was different about this school and the school she had come from, she said “this school will prepare me to be a community leader”.
-- Alan November, September 2002,
visit to New Tech High School
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TECHNOLOGY TOOLS
FOR …
Learning
Curriculum
Communication
Assessment
Scalability*
• Computerized Tutorials• On-Line Curriculum
• E-Library• Academic Systems
• Document Libraries• Project Design Template
• Project Standardization• Digital Textbooks
• Student E-Mail• Parent E-Bulletin
• Online Curriculum• Internship Coordination
• Digital Gradebooks• Student Journals
• Collaboration Database• Learning Logs
• PBL Unit Library• Customizable Templates
• Support Databases• Account Management
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New Technology HS
LEARNING OUTCOMES
• TECHNOLOGY LITERACY
• COLLABORATION
• CRITICAL THINKING
• ORAL COMMUNICATION
• WRITTEN COMMUNICATION
• CAREER PREPARATION
• CITIZENSHIP AND ETHICS
• CURRICULAR LITERACY (CONTENT STANDARDS)
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PersonalizationProjectsExhibitionsDigital Portfolios InternshipsTechnology
Reinvent the High School Experience!
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So what can business and community leaders do?
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What Business and Community Leaders Can Do…
•Become Board Members and Industry Advisory Board Members
•Sponsor Internships, Job Shadows
•Teachers in the Workplace
•Mentor kids
•Work with Teachers and Students on Projects
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Houston Area Technology Advancement Center (HATAC)
•Make the Houston region THE skill and knowledge center of the United States/world
•Business-to-Education-to-Business (B2E2B)
•Create economic prosperity for all socioeconomic stakeholders by fashioning a Business-to-Education-to-Business (B2E2B) feedback loop that facilitates high tech skill and knowledge solutions from area educators to satisfy skill and knowledge needs from the business community. This effort will enhance the growth of high tech economic development capabilities within the Houston area.
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What else business can do…..
Lead the Dialogue (Bay Area Council, Greater Boston Technology Initiative)
Inform the Region (Joint Venture: Silicon Valley Network)
Build the B2E2B Coalition for Change (Boston Compact, Silicon Valley Challenge 2000: 21st Century Education Initiative, Boston’s LINC2—Learning and Information Network for the Community)
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GET READY FOR THE RECOVERY !
Bob Pearlmanbobpearlman@mindspring.org
http://www.bobpearlman.org
"New Ingredient for Student Success: Social Networks", http://www.bobpearlman.org/Articles/Student_Success.htm
GET CONNECTED!
BUILD THE B2E2B COALITION!