2. The New American Dilemma
Washington, D.C.
October 31, 2007
The New American Dilemma
Irving Pressley McPhail, Ed.D.
Executive Vice President & COO
NACME, Inc.

3. The New American Dilemma
Projected U.S. Population Growth:
% of Total
Population
Population Growth
2000
2010
2020
2030
2040
2050
Hispanic
35,622
47,756
59,756
73,055
87,585
102,560
12.6%
24.4%
Black
35,818
40,454
45,365
50,442
55,876
61,361
12.7%
14.6%
Asian
10,684
14,241
17,988
22,580
27,992
33,430
3.8%
8.0%
All Other Races
7,075
9,246
11,822
14,831
18,388
22,437
2.5%
5.3%
Non-Hispanic White
195,729
201,112
205,936
209,176
210,331
210,283
69.4%
50.1%
Total U.S. Population
282,125
308,936
335,805
363,584
391,946
419,854
Source: U.S. Census Bureau, 2004

4. The New American Dilemma
Freshmen Enrollments in Engineering: Fall Semester
Academic
Year
African
Americans
Latinos 
American Indians
Total Minority
Total
Non-Minority
Total Freshmen
Percent
Minority
8,552
6,114
663
15,329
89,895
105,224
14.6%
8,108
6,490
656
15,254
90,331
105,585
14.4%
7,619
6,936
642
15,197
87,170
102,367
14.8%
7,374
6,875
696
14,945
87,023
101,968
14.7%
7,212
6,964
623
14,799
84,238
99,037
14.9%
Source: CPST, data derived from Engineering Workforce Commission, Engineering & Technology Enrollments, Fall 2000 to Fall 2005

5. The New American Dilemma
Bachelor’s Degrees Granted in Engineering
Academic
Year
African
Americans
Latinos
American
Indians
Total
Minority
Non-Minority
Percent
3,150
3,210
347
6,707
56,014
62,721
10.7%
3,182
3,146
275
6,603
57,586
64,189
10.3%
3,358
3,307
315
6,980
60,677
67,657
3,429
3,616
388
7,433
66,562
73,995
10.0%
3,699
3,822
362
7,883
67,129
75,012
10.5%
3,756
3,925
378
8,059
66,979
75,038
Source: CPST, data derived from Engineering Workforce Commission, Engineering & Technology Degrees, 2000 to 2005

6. The New American Dilemma
Percent of Minority College-Age Population
vs.
Percent of Engineering Degrees Awarded
African Americans Latinos American Indians Total Minority
Year %
Population
Degrees
2000
14.5%
5.0%
17.5%
5.1%
1.2%
0.6%
33.2%
10.7%
2005
14.8%
17.3%
5.2%
0.5%
33.3%
Note: Population percentages are the minority group as a percent of the resident college-age population (18- to 24-years-old). Race percentages for the population only include those indicating race alone, not those indicating that race in combination with another race. Population data are for July 1 of the year indicated.
Sources: CPST, data derived from Engineering Workforce Commission, Engineering & Technology Degrees, 2000 and 2005 and the U.S. Census Bureau, Population Division, National Population Estimates

7. The New American Dilemma
Economic Facts
The U.S. has the world’s largest economy at $11.1 Trillion
(EU - $8.0 Trillion; Japan - $5.7 Trillion; China - $2.0 Trillion)
Americans are more productive than their global peers
The U.S. attracts the most foreign investment
R&D in the U.S. is the world’s largest but the pace of
growth is accelerating faster in emerging markets – China
is leading the pack
In May 2007, minority population in the U.S. exceeded
100 Million

8. The New American Dilemma
Education Facts
American citizens make up a declining share of science and
engineering students
In recent years, most of the Ph.D.s granted in the U.S. in science
and engineering have been to foreign students
The U.S. invests significantly more in education than other
countries, yet we rank 22 out of 26 in math performance
The U.S. ranks 10th in world for college attainment, ages 25-34
70% of 8th graders are not proficient in reading
Of the 3.9 million American 9th grade students in 2002, 1.2 million
dropped out, 1.5 million graduated unprepared to go on to
college, and only 1.2 million (32%) graduated from high school
prepared for college or work

9. The New American Dilemma
URM Education Facts
Math test scores: Wide gaps exist and are growing
Advanced math completion:
White Students - 47%; URM Students - 31%
High School graduation rates improving but wide gaps persist
College Attendance:
White - 28%; Black - 19%; Latino/Hispanic - 12%
College graduates by age 26:
High income families - 60%; Low income families - 7%
In 2002, only 4% of URMs (28K out of 690K) had the requisite
math and science courses to qualify for admission to study
engineering and technology at the college level - of those
16,800 were admitted

10. The New American Dilemma
NACME Programs

11. The New American Dilemma
NACME Undergraduate Scholarship Program
1,269 Scholars in % growth Y-T-Y
Grants total $1.6M – Growing to $1.8M in 2008
Retention Rate of 82% vs. National Average of 39%
3.1 Average GPA
33% Women Compared to National Average of 24%
49% African American; 43% Latino; 5% American
Indian; 3% Other

12. The New American Dilemma
Educational Plans of the 2007 NACME Scholar Graduates
100%
90%
80%
70%
60%
50%
40%
30%
20%
10% 0%
Some Graduate
Coursework
Master's Degree
PhD Degree
Note: Respondents could chose more than one category.
Source: NACME Scholar Graduate Survey, 2007

13. The New American Dilemma
NACME Pre-Engineering Programs
High School “Academies of Engineering”
Partnership to create small learning communities focused on STEM:
National Academy Foundation – School Infrastructure
Project Lead the Way – Curriculum
National Action Council for Minorities in Engineering – Student,
Parent, Teacher and Counselor Support
Goals
Recruit and encourage more high school students to investigate
careers in engineering, science and technology
Increase the participation of women and URMs in the study of
engineering
High school graduates ready for postsecondary education and
prepared to succeed and graduate with a degree in the field

14. The New American Dilemma
NACME Pre-Engineering Programs
Community College Scholarships
Goals
Increase high school student awareness of career opportunities
in engineering
Ease transition from high school to 4-year institutions
Increase likelihood of engineering degree attainment
Encourage establishment of formal articulation agreements
between 2-year and 4-year institutions
Role of Community Colleges
20.1% of engineering degree holders began their academic careers
with at least 10 credits from a community college
40% of 1999 and 2000 engineering bachelor's and master's
degree recipients attended a community college
Source: Mary Mattis & John Sislin (Eds.), Enhancing the Community College Pathway to Engineering Careers,
Washington, DC: NAE/NRC, 2005. .

15. The New American Dilemma
Inhibitors to URM Progress in Engineering
Rising College Tuition Costs
500% in the past 25 years
Decline in Need-Based Scholarships
Pell Grants cover 35% today vs. 85% a generation ago
Anti-Affirmative Action Legislation
Risk-averse admission policies
Reduction in Early Intervention and Academic Support
Programs for URMs

16. The New American Dilemma
Call to Action
Transform Education in the U.S.
Pre-School through Graduate School
Study Schools Successful in Educating Children in
High-Poverty, High-Minority Environments
Adopt their Practices
Require Schools to Focus on Outcomes
Not Standardized Placement Tests