W HY STEM? A ND W HY STEM IN A FTERSCHOOL ?

W HY IS STEM E DUCATION S UCH A H OT I SSUE ? White House. “A STEM Education, Tools to Change the World.”

R ECENT & P ROJECTED G ROWTH IN STEM & N ON -STEM E MPLOYMENT Source: ESA calculations using Current Population Survey public-use microdata and estimates from the Employment Projections Program of the Bureau of Labor Statistics.

S TEM SKILLS IN DEMAND

S TEM DEPENDENT CAREERS 1950: 82,000 science and engineering workers 2007: 5.5 million science and engineering workers Annual growth rate of 6.2%, nearly 4 times the 1.6% growth rate for the total workforce Unemployment rates are lower Impending retirement of baby boomers may create even greater demand

S TEM CAPABLE CAREERS Thirty occupations projected for the fastest growth between 2008 and 2018 will require STEM knowledge whether to fulfill pre-service training requirements or for on-the-job learning. 6

O REGON 2018: STEM J OB S TATS Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM. Georgetown University Center on Education and Workforce. * Includes Computer Technicians, Programmers, and Scientists

O REGON 2018: E DUCATIONAL D ISTRIBUTION OF STEM J OBS Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM. Georgetown University Center on Education and Workforce. Education LevelNumber of JobsPercentage High school or less6,3806% Some college16,93017% Associate’s12,15012% Bachelor’s44,22043% Master’s17,58017% Doctoral5,1505% Total102,420100% Post-secondary Education, 94% High school or less, 6%

2 E DUCATING THE W ORKFORCE OF THE F UTURE Source: Georgetown Center on Education & the Workforce, via GOOD Magazine, 2010

S TATE OF STEM K-12 Education Higher Education 30%+ of college students need remedial courses in math and science Few students major in STEM Lack of diversity of students entering STEM fields Leaky pipeline

T HE N ATIONAL G APS —8 TH G RADE M ATH Source: NAEP, 2011

T HE N ATIONAL G APS —8 TH G RADE S CIENCE Source: NAEP, 2009

8 TH G RADE S CIENCE

G ENDER G AP IN U.S. C OLLEGES Women account for 57% of college students Women earn 57% of college degrees; men 43% Women account for 60% of graduate students Source: Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century, Feb. 2011, Harvard Graduate School of Education

C OLLEGE M AJORS AND G ENDER Source: Science and Engineering Indicators, 2010.

L EAKY P IPELINE FOR M INORITIES Source: Expanding Underrepresented Minority Participation: America’s Science and Technology talent at the Crossroads (National Academies Press, 2010 )

S CIENCE AND E NGINEERING B ACCALAUREATE D EGREES BY R ACE /E THNICITY Source: Science and Engineering Indicators, ,100 S & E degrees awarded in 1995; 485,800 S & E degrees awarded in 2007

D IVERSION OF T ALENT FROM STEM J OBS Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM. Georgetown University Center on Education and Workforce.

E CONOMIC I MPLICATIONS We need a broad base of people who are STEM capable Minorities will be the U.S. majority by 2050 They will be the majority of the school- age population far sooner We cannot under-educate the majority of the U.S. workforce

STEM E DUCATION – N ATIONAL P RIORITY White House initiatives Bipartisan, bicameral support for issue in Congress STEM priorities in many grant solicitations 21CCLC starting new focus on STEM Business interest

A LL H ANDS ON D ECK ! LIFE Center, University of Washington

A MERICA A FTER 3 PM 8.4 million kids participate in afterschool programs 15.1 million kids on their own after school Economy is having an impact. Summer and Rural/Urban Data also available America After 3PM 2009 Compared to 2004 National Percentages Kids in Afterschool Programs 15%11% Kids in Self Care26%25% Kids in Sibling Care14%11% Parents Satisfied with Afterschool Program 89%91% Kids Who Would Participate if a Program were Available 38%30%

A FTERSCHOOL P ARTICIPATION IN O REGON

C HANGE THE E QUATION : LOST OPPORTUNITY Participation needs to go up!

W HY DO SCIENCE AFTERSCHOOL ? Source: Lawrence Hall of Science, “Hands-On Science in Afterschool Programs”

D ECODING “ FUN ” R EASONS FOR DOING SCIENCE AFTERSCHOOL ( AND OTHER TALKING POINTS ) 27 Better than listening - Implies passive learning in school, active learning preferred Enjoy experiments – This is hands-on and again active (independent) learning. Afterschool has “things to help you learn” – Implies that there are additional experiences that contribute to a deeper understanding (constructivist learning model) “You made it…and made it work” – Afterschool projects allow for ownership, independent (or team) problem-solving, perseverance Hands-on crucial for visual and kinesthetic learners, offers differentiated instruction Makes science less intimidating - which are barriers to girls/under-represented groups Comfortable environment to experiment Different objectives than school, more flexibility

W HY STEM IN A FTERSCHOOL ? Youth development principles Complementary experience to school Flexible setting, can show relevance by tailoring individualized experiences Hands-on projects – play with science without fear of failure Can do long-term projects Reach populations under-represented in STEM fields

W HAT DOES STEM LOOK LIKE IN AFTERSCHOOL ?

T IME S PENT ON S CIENCE, G RADES 1 ST -4 TH

I MPORTANCE OF SKILLS ACROSS OCCUPATIONS Mathematics (Skill)Critical Thinking (Skill) Source: Carnevale, Anthony P., Smith, Nicole, Melton, Michelle. (2011). STEM Executive Summary. Georgetown University Center on Education and Workforce.

A FTERSCHOOL AS A P ARTNER Interest Exploration Engagement Learning Skills & Proficiency

T HE R OLE OF A FTERSCHOOL Education Engagement Economy

S TEM IN A FTERSCHOOL 34 4 hours per week is the time spent most commonly spent on STEM in a typical (non-STEM-focused) program.

R ESEARCH : O UTCOMES OF STEM IN A FTERSCHOOL

W HAT D OES THE D ATA S AY ? Hints from NAEP scores - show distinct impact of “hands-on” and “out-of-school-time” science activities Research supports potential Role of OST in inspiring STEM interest increasingly recognized

O UTCOMES OF STEM L EARNING IN A FTERSCHOOL Quick study done in Fall 2011 from evaluation reports of afterschool STEM programs. Found 3 main outcomes: Increased interest in STEM fields and careers Increased knowledge and skills Increased graduation rates and pursuit of STEM majors in college

D ELPHI S TUDY ON A FTERSCHOOL STEM O UTCOMES Just concluded study looked at specific outcomes, indicators, and sub-indicators field can deliver. Includes practitioners and “supporters” Outcomes: Developing interest in STEM and STEM learning activities Developing capacities to engage in STEM learning activities Coming to value the goals of STEM and STEM learning activities

Indicators – asked to rank in order of how field best positioned to impact 1. Active participation in STEM learning opportunities 2. Curiosity about STEM topics, concepts or practices 3. Ability to productively engage in STEM processes of investigation 4. Awareness of STEM professions 5. Ability to exercise STEM-relevant life and career skills (6) 6. Understanding the value of STEM in society (5) D ELPHI S TUDY ON A FTERSCHOOL STEM O UTCOMES

P OLICY M ATTERS : W HO C ARES AND A RE T HEY I NVESTING IN IT ?? A

F EDERAL S UPPORT FOR AFTERSCHOOL

21 ST C ENTURY C OMMUNITY L EARNING C ENTERS 21 st CCLC Funding History Fiscal YearAmount Appropriated Amount Authorized in No Child Left Behind Act 1998$40 millionn/a 2002$1 billion$1.25 billion 2007$981 million$2.5 billion 2010$1.166 billion$2.5 billion 2011$1.154 billion$2.5 billion 2012$1.152 billion$2.5 billion

STEM IN 21 ST CCLC The purpose of the STEM in 21st CCLC initiative is to leverage the reach of the 21st CCLC programs by incorporating STEM activities into funded programs to enhance learning opportunities for students and better prepare them for the workforce of tomorrow. The initiative provides technical assistance and support in STEM to State Education Agencies (SEAs) and Local Education Agencies (LEAs) to assist 21st CCLC programs in preparing students with the skills and motivation needed to enter STEM-based careers.

S TEM E D I NVESTMENTS AT THE F EDERAL L EVEL Total of $3 billion in STEM education investments across federal science mission agencies. The Office of Science Technology Policy is working on a strategic plan to better coordinate investments. Source: The Federal STEM Education Portfolio, December 2011

P RIVATE I NVESTMENTS Many more other funders…

M OTT & N OYCE F OUNDATIONS : C OLLABORATING ON A FTERSCHOOL STEM Based on common goal of increasing and improving quality STEM education Growing number of state networks supporting afterschool and STEM programs

Systems Building: CA, NY S TATE N ETWORKS : A FTERSCHOOL & STEM Project Liftoff: MO, MI, OK, NE and KS No NetworkState Network Systems Planning: IA, IN, KY, OH, FL, MA, PA, MD, NC Currently expanding: AR, NJ, OR, SC, WY

C ONTINUED I NVESTMENT AND G ROWTH o Noyce-Mott Partnership will continue to grow over the next three years o Networks looking for museum and science center partners to deepen afterschool/summer STEM system building o Key stakeholders in bridging the formal and informal STEM efforts for children and youth

O THER O PPORTUNITIES Many STEM education bills introduced as part of ESEA reauthorization, some related to afterschool. o Afterschool Alliance Policy Recommendations o States – NGA released brief to Governors on informal science education WiA, COMPETES & Higher Ed Act reauthorization coming up next year. Next Generation Science Standards 100k in 10

A FTERSCHOOL A LLIANCE R ESOURCES On Our Website: Policy Issues Research Funding Sources Curricula Resources Partners and Allies Assessment & Evaluation Tools **NEW** Funding guide Advocacy guide

S TAY C ONNECTED ! Anita Krishnamurthi Director of STEM Policy Snack