Partnerships for STEM Exposure for Every

Student

Bill Hatch, M.A. J.D.NCDPI CTE Equity, Civil Rights and Special Populations Coordinator

NC

Nontraditional Careers

–An occupation or field of work, including computer science, technology, and other emerging high skill occupations, and

–For which individuals from one gender comprise less than 25 percent of the individuals employed in the occupation or field of work.

Two of Eight CTE Core Indicators

Secondary

nontraditional

participation and

completion rates

are trending

slightly higher,

however it may not

make any

significant changes

to the future STEM

job force.

24.525

25.526

26.527

27.528

28.529

2002-03

2003-04

2004-05

2005-06

2006-07

Source: 2007 NC CAR

NC NT Enrollment Rates

NAPE Five Step Process

STEM occupations have education requirements that range from

a high school diploma and on-the-job training to a PhD.

NC’s RttT STEM Objectives

• Provide new opportunities for students in the lowest-achieving schools and districts to attend schools that will better support their achievement and successful graduation and lead them to college and career readiness.

NC’s RttT STEM Objectives

To reduce a potentially crippling workforce knowledge gap and to prepare more students – especially those who traditionally have been underrepresented – for STEM careers

Present and Future Job Market

A globally competitive, knowledge-based economy is a fact of life for North Carolina’s high school students – now and for the foreseeable future – STEM skills are critical drivers in that economy.

Career Opportunities

Fields such as biotechnology, software design, aeronautical engineering, and others – will require adaptability, creativity, critical thinking, and technical competence in STEM.

Career Opportunities

• Employment in these areas is projected to grow 70 percent faster than growth for other occupations.

• STEM graduates on average are expected to enjoy better employment prospects and higher starting salaries than graduates in non-STEM fields.

Getting More Students

in the STEM Pipeline

Nontraditional

Underrepresented (UR)

•African Americans account for about 15 percent of the population between ages 20 and 24, however, earn only about 8 percent of science and engineering degrees.

•The ratio is similar for Hispanics.

National Science Foundation

PR

OJ

EC

TS

Gaps and Perceptions

Engineering is Elementary

• http://www.mos.org/eie/

We hear that little kids can’t engineer . We say they’re born engineers - they naturally want to solve problems - and the current process tends to educate it out of them.Christine Cunningham, Engineering is Elementary

Inviting and engaging to

students who are “at risk” or

traditionally UR.

Rachel Freeman Elementary 2010 EOG

5th Grade Reading 75% … 26%

Math 81% … 10%

Science 83% … 37%

http://www.nhcs.k12.nc.us/freeman/

Rachel Freeman ElementaryEOG 2010

4th Grade Reading 62% … 11%

Math 69% … 2%

3rd Grade Reading 53%

Math 73%

Rachel Freeman Elementary

• http://www.nhcs.k12.nc.us/freeman/

• http://www.wect.com/Global/story.asp?S=9889513&nav=menu157_2

• http://www.changetheequation.org/featuredprograms/teaching-children-that-engineering-is-elementary/

Looking for STEM curriculum that provides pathway of

feeder schools from Elementary…

…to Middle…

…to High School…and beyond.

Positive Outcomes of

PLTW students who began sixth grade at lower

proficiency levels in math, reading and science, and with lower attendance rates had

greatly reduced those gaps by the eighth grade.

~2009 Study by University of Wisconsin-Milwaukee

• NCSU Engineering Department and WISE as clearing house for speakers–NT or UR role models at Science Fun Days, Career Fairs, Career Nights, or Family STEM Nights

STEM Symposiums

Pre-K STEM Programs

Afterschool STEM Programs

Elementary Exploring Career Decisions

Seek Out Partners/Explore Ideas

Challenges

& Questions

Partnerships for STEM Exposure for Every

Student

Bill Hatch, M.A. J.D.NCDPI CTE Equity, Civil Rights and Special Populations Coordinator