Will Alabama seize the future?

Alabama could have a bright future in STEM

AL will enjoy robust STEM growth As in much of the country, STEM jobs in Alabama will enjoy robust growth. Computing and advanced manufacturing will grow particularly quickly. AL ranks near the top in projected computing job growth. Engineering looks like it will grow less quickly in comparative terms, but will grow well in absolute terms. Given the importance of technology as a driver of innovation and economic growth, AL may want to do more to promote a stronger computing and manufacturing workforce, along with other measures to strengthen the industry in the state. AL rank: computing (3rd)

AL leads in STEM wage premium On average, STEM employees in Alabama earn more than double what their non-STEM peers earn. In other words, the advantage of having a STEM job is higher than in most other states—a sign of strong demand.

Will Alabama have the STEM talent to meet the demand?

AL has potential to increase pool of STEM talent Though just above the national average, Alabama has the potential to help close the STEM gap by producing more graduates in STEM fields.

Minorities get a high percentage of computing degrees Underrepresented minorities: Black, Latino, and American Indian/Alaska native. AL ranks among the top ten states on this measure. People of color earn an almost representative share of computing degrees and certificates. AL rank: 6th

Minorities very scarce in engineering More than 1/3 of Population… In absolute terms, racial and ethnic minorities are badly underrepresented among those who get degrees and certificates from Alabama engineering programs. While they make up just more than a third of college populations, fewer than 13 percent earn these degrees. …but only 13% of degrees

Women sparse in computing Nearly 3X higher for men Alabama has a sizable gap between the number of men earning computing degrees and certificates and the number of women earning them. In 2002, women had begun to close the gap in number of computing degrees earned compared to men; women earned 42% of degrees/certificates. Since then, men have earned triple the number of computing degrees compared to women; 14,391 versus 6,891, respectively. Only 25% for women

Women sparse in engineering Nearly 4X higher for men Though there have been nominal increases since 2001 in the number of women earning engineering degrees and certificates, men have earned 4 times as many; 24,535 versus 6,214, respectively. In 2015, women earned less under 21% of AL engineering degrees and certificates compared to men. Only 21% for women

The challenge begins early: Students lag in K-12

After years of 4th-grade math gains, scores have leveled off AL trails most other states in every category measured for 4th grade performance Alabama ranks at or near the bottom for every minority group, income level and community type AL rank: overall (tied for last with DC and NM!); White (50th); Hispanic (tied for last); low-income (50th); Black (tied for 46th)

AL 8th-graders lag in science While white AL 8th graders fall below the proficiency mark in science, Black and Hispanic students do not meet the basic mark.

Persistent achievement gaps in math and science AL minorities trail their majority counterparts. Hispanic and Black students lag behind their white peers. AL ranks near the bottom of these categories compared to other states. AL rank: Black-white gap 8th grade science (50th); Hispanic-white and Black-white gap 8th grade math (49th); Hispanic-white gap 8th grade math (48th)

Persistent achievement gaps in math and science AL lower-income students trail their higher-income counterparts. Alabama students eligible for free/reduced lunch trail their peers in math and science proficiency by up to 29 percent. AL rank: 8th grade math (tied for 45th); 8th grade science (tied for 36th)

AL HS seniors trail in math ACT scores AL trails most other states in every category measured for ACT math performance. Alabama ranks at or near the bottom for several racial, cultural and gender minority groups AL rank: overall (50th); White and Black (dead last; 51st); Hispanic (50th); female (50th)

Alabama can give students better opportunities to learn

AL science teachers lack the tools of their trade Overall, most categories of AL 8th grade science teachers report they need more resources. Few science teachers in schools where the majority of students are Black or Hispanic report having most or all of the resources they need. AL rank: >50% Black/Hispanic schools (tied with CT for 45th)

AL 8th-graders more likely to have teachers with math majors—but urban students lag behind on this measure The differences between urban and rural schools in Alabama are stark on this measure.

AL schools lack supplies or equipment for science labs

Too many AL students lack access to advanced classes Alabama students are less likely that students nationally to have access to challenging math and science classes, like calculus and physics. Fewer than half of AL students have access. AL ranks near the bottom compared to other states in almost every racial and ethnic category measured. AL rank: bottom ten for calculus and physics!

Advanced classes could develop minority talent The good news is AL has minority students with the potential to succeed on AP placement tests. The challenge is 46 percent did not take them. The first step is to help these students take the tests. Untapped pool of STEM talent AL rank: 43rd

Evidence points to AL’s bright future in STEM Alabama should expand access to: Proven STEM education opportunities for women and students of color More opportunities for minority and lower-income students Teachers with strong STEM backgrounds and robust instructional support Better STEM materials and facilities for K-12 students Greater accessibility to challenging math and science classes

Contact Information Claus von Zastrow cvonzastrow@changetheequation.org 202.626.5740 www.changetheequation.org Facebook.com/changetheequation Twitter.com/changeequation