STEM is our Business! Pathways to Career Readiness Symposium Grateful to Northrop Grumman for supporting this effort Pathways to Career Readiness Symposium February 17, 2017

STEM CTE is essential to the future of Pennsylvania—and the nation 53.0 53.2

Middle-skill STEM jobs in PA Metro area % of workforce in middle-skill STEM # of middle-skill STEM jobs Median salary Allentown 10% 27,900 $53,674 Harrisburg 9% 26,300 $51,803 Lancaster 11% 22,700 $45,211 Philadelphia 250,000 $58,546 Pittsburgh 121,000 $49,783 Scranton 23,100 $47,135 51.7 52.4 52.4 53.0 53.2 NOTE: This data are getting old—2011. Still, they are probably still relatively representative. Strong demand for “middle-skill” jobs SOURCE: Jonathan Rothwell, The Hidden STEM Economy, Brookings, 2013

High school grads can thrive in the job market—if… High school grads earn almost as much as college grads if they have: A GPA of at least 2.5 to 3.0 Algebra 2 Advanced science 3+ CTE courses in one labor market area A professional certification or license 51.7 52.4 52.4 53.0 53.2 SOURCE: Center for Public Education, The Path Least Taken, II, 2016

There are many roads to prosperity, but most pass through STEM. In other words… There are many roads to prosperity, but most pass through STEM. 51.7 52.4 52.4 53.0 53.2

STEM and CTE share essential DNA Strong ties to workforce demand Focus on hands-on, experiential learning Need to apply knowledge/skills in relevant contexts Focus on solving problems Require a strong foundation of knowledge and skills 51.7 52.4 53.0 53.2

STEM and CTE also share essential challenges Preconception that each is only for “some kids” Lack of gender diversity Quality control--uneven rigor and relevance 51.7 52.4 53.0 53.2

Few young people get exposure to hands-on STEM Before high school, students have few opportunities to build, tinker, troubleshoot, or solve real-world problems. 52.4 NOTE: Data include all credentials below the baccalaureate level

Roughly half of students have little exposure to STEM CTE Lower-income much less likely to take such courses 51.7 52.4 52.4 53.0 53.2 Even bigger gaps by race and gender

Even larger racial/gender gaps 20-point gap with white male! 51.7 52.4 52.4 53.0 53.2 White male White female Black male Latino male Black female Latino female

But what are students actually doing in and out of school? Figuring out how to take things apart and fix them? Learning how to select and use appropriate tools and machines to solve problems? Understanding where to get help to solve problems? Building models to explore problems and test solutions? 51.7 52.4 53.0 53.2

Schools report little emphasis Roughly one in ten report “a lot” of emphasis 51.7 52.4 52.4 53.0 53.2

Students report little opportunity Three or more times 52.4 52.4 53.0 53.2

Students report little opportunity Three or more times 51.7 52.4 52.4 53.0 53.2

More happening out of school 51.7 52.4 52.4 53.0 53.2 But still not enough!

Exposure to trouble-shooting & problem-solving is an accident of birth 51.7 52.4 52.4 53.0 53.2 Parents are by far the biggest influence

Lessons Most middle schoolers are on their own when it comes to hands-on STEM. Most are entering high school with precious little experience. STEM CTE can be a powerful corrective and equalizer 51.7 52.4 53.0 53.2

Growing gender gaps in CTE—in Pennsylvania and the nation 52.4 NOTE: Data include all credentials below the baccalaureate level

Girls flock to CTE health; scarce in other STEM fields United States 51.7 52.4 52.4 53.0 53.2

PA gender imbalance appears to be especially stark Pennsylvania 2% 8% 51.7 52.4 52.4 53.0 53.2 5% 87% 6% 28% 5% 59%

CTE STEM gender gaps are also growing 51.7 52.4 52.4 53.0 53.2

CTE STEM gender gaps have grown in Pennsylvania 51.7 52.4 52.4 53.0 53.2 88% 90% 28% 13% 8% 8% 25% 23%

Women plummet in 2-year computer degrees 51.7 52.4 52.4 53.0 53.2 NOTE: Data include all credentials below the baccalaureate level

PA Women plummet in 2-year computer degrees : Pennsylvania 35.2% 24.7% 51.7 52.4 27.7% 52.4 53.0 53.2 23.1% NOTE: Data include all credentials below the baccalaureate level

Women lose ground in 2-year engineering degrees 51.7 52.4 52.4 53.0 53.2 NOTE: Data include all credentials below the baccalaureate level

PA Women slip in 2-year engineering degrees 19.3% 23.3% 19.2% 51.7 52.4 52.4 53.0 53.2 10.4% NOTE: Data include all credentials below the baccalaureate level. This is a volatile measure, because so few people get subbac. In engineering.

Why worry about gender imbalance? Men & women both need earning power in this economy. We need all the talent we can get in STEM CTE. Organizations benefit from diversity 51.7 52.4 53.0 53.2

STEM CTE offers lessons for everyone All students benefit from relevance. There are multiple pathways to middle class jobs. STEM champions on “academic” & CTE sides must embrace shared interests & recognize shared challenges. 51.7 52.4 53.0 53.2

Thank you Claus von Zastrow: cvonzastrow@changetheequation.org www.changetheequation.org Twitter: @changeequation 51.7 52.4 53.0 53.2