1. 1 Ohio’s Mathematics and Science Talent Pipeline November 21, 2005 Improving Ohio’s Mathematics and Science Talent Pipeline

2. 2 IT’S A DIFFERENT ECONOMIC GAME... The Knowledge Economy  Well-educated, skilled workers  Technological innovation  Strong research capacity  New kinds of businesses  Talent  Technology  Knowledge  Capital Improving Ohio’s Mathematics and Science Talent Pipeline

3. 3 Jobs and the Economy Many companies import talent to stay competitive Congress passed legislation permitting entry of 300,000 temporary computer workers from 1988-2002 60 % of new jobs require skills possessed by only 20 % of current U.S. workforce By 2012, the knowledge economy will add: 16.4 million high technology jobs, including  4 million computer industry jobs  8.2 million health sciences jobs (U.S. Department of Labor, 2004) Improving Ohio’s Mathematics and Science Talent Pipeline Source: Hudson Institute, 2000

4. 4 Factors Affecting U.S. Economy Fewer Americans majoring in math, science & engineering U.S. ranks 11th in broadband deployment (OECD, June 2004) Shrinking share of best and brightest foreign students in M, S & E High tech trade is in growing deficit Declining U.S. share of global R&D Shrinking U.S. share of global patenting Shrinking U.S. share of published scientific articles U.S. Economy U.S. 15-yr olds rank 24th in math literacy and 26th in problem- solving in 2003 global assessment (PISA)

5. 5 “Tapping America’s Potential” Significant Trends By 2010, over 90% of all scientists and engineers in the world will be living in Asia South Korea, with one-sixth of U.S. population, graduates as many engineers as U.S. 50+ percent of engineering doctorates in U.S. awarded to foreign nationals Depletion of mathematics and science teacher talent pool by substantially higher private sector compensation Over 50% of current science and engineering workforce is approaching retirement Business Roundtable (2005) Tapping America’s Potential: The Education for Innovation Initiative. Improving Ohio’s Mathematics and Science Talent Pipeline

6. 6 U.S. Losing Lead in Science and Innovation Fewer Nobel Prizes Dominance between 1960 – 1990; 2000-2004 – 51% Reduced Share of U.S. Industrial Patents From 60.2% in 1980 to 51.8% in 2003 Fewer Papers Published by U.S. Researchers in Physics Review From 61% in 1983 to 29% in 2003 Reverse Brain Drain Declining number of foreign doctoral students staying in U.S. Improving Ohio’s Mathematics and Science Talent Pipeline Source: NY Times, May 3, 2004

7. 7 U.S. Trained Students Returning to Countries of Origin CountryPer Cent China48 Germany40.5 India55 Korea23 Taiwan27.5 United Kingdom53 Improving Ohio’s Mathematics and Science Talent Pipeline NSB, Science and Engineering Indicators, 2000 Indicators, 2000

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10. 10 The U.S. is losing too many young people along the education pipeline For every TEN students who start high school … SEVEN will get a high school diploma (plus ONE will obtain a GED) … FIVE will enroll in a postsecondary institution … But fewer than THREE will complete a Bachelor’s degree within ten years. Source: Jobs for the Future, Boston Improving Ohio’s Mathematics and Science Talent Pipeline

11. 11 Percent of population with a bachelor’s degree 1990 1. Connecticut27.2% 2. Massachusetts27.2% 3. Colorado27.0% 4. New Jersey24.8% 5. Virginia24.5%... 39. OHIO 17.0% 40. Iowa16.9% 41. South Carolina 16.6% 42. Louisiana 16.1% 43. Tennessee 15.9% 44. Alabama 15.6% 45. Indiana15.6% 46. Nevada15.3% 47. Mississippi 14.8% 48. Kentucky 13.6% 49. Arkansas 13.4% 50. West Virginia 12.3% 2000 1. Massachusetts33.2% 2. Colorado32.7% 3. Maryland31.4% 4. Connecticut31.4% 5. New Jersey29.8% … 39. OHIO21.1% 40. South Carolina 20.4% 41. Oklahoma 20.3% 42. Tennessee19.6% 43. Indiana 19.4% 44. Alabama19.0% 45. Louisiana 18.7% 46. Nevada 18.2% 47. Kentucky17.1% 48. Mississippi 16.9% 49. Arkansas 16.7% 50. West Virginia 14.8% Source: U.S. Census Bureau 1990, 2000 IMPROVEMENT, BUT... Ohio Hasn’t Made Up Ground

12. 12 Source: U.S. Census Bureau, 2000 Percent of national average 80% 90% 100% 110% 120% 1940195019601970198019902000 U.S. Average 115% 95% 105% 85% A HIGHLY SKILLED WORKFORCE … Income and Education Ohio Per Capita Income Ohio lacks: New businesses New products New technologies College graduates Bachelor’s Degree Attainment Associate Degree Attainment Income and Education Improving Ohio’s Mathematics and Science Talent Pipeline

13. 13 Ohio’s Education System New Jobs for Ohioans Expansions of Existing Companies Newly Recruited Companies Infusion of Faculty/Students into Industry Newly Created Companies Transfer of Technology to Industry Training of Knowledge Workers for Industry INTELLECTUAL CAPITAL = Marketplace Value, New Jobs

14. 14 Why Is Ohio Focused on Mathematics and Science Achievement? High-wage jobs require high levels of mathematics and science knowledge and skill Proportion of U.S. students (2%) achieving at the highest mathematics and science levels is half that of other developed nations (4%) Large mathematics and science achievement gaps between students from high and low income have become a chronic deficiency and an equity issue in Ohio Ohio will need to use all of its human resources to stay competitive in the global economy Improving Ohio’s Mathematics and Science Talent Pipeline

15. 15 Ohio Student Percentage at NAEP 2005 Grade 4 Mathematics Achievement Levels *Significantly different from 2005 Improving Ohio’s Mathematics and Science Talent Pipeline

16. 16 Ohio Student Percentage NAEP 2005 at Grade 8 Mathematics Achievement Levels * Significantly different than 2005 Improving Ohio’s Mathematics and Science Talent Pipeline

17. 17 Closing the Gap? Improving Ohio’s Mathematics and Science Talent Pipeline

18. 18 Too often, gaps in educational attainment are linked to level of family income 19% High Income ($75K+) Completed an Associates Degree or higher Never obtained a college degree Never enrolled in college Dropped out of high school 37% 21% 23% 76% 1% 2% 21% 100% 80% 60% 40% 20% 0% Low Income (<$25K) Source: Jobs for the Future, Boston Improving Ohio’s Mathematics and Science Talent Pipeline

19. 19 Trends in Engineering, Mathematics, and Science Degrees by Award Level in Ohio Per Cent Change in Degrees Awarded from 1999-2003 DisciplineAssociate 2002 % Bachelor’s 2002 % Master’s 2002 % Doctoral 2002 % Engineering2,601 0 3,951 101,310 - 7229 - 4 Natural Sciences & Mathematics 2,032 605,383 81,015 - 4408 16 All disciplines20,509 854,325 1018,673 121,837 - 3 Improving Ohio’s Mathematics and Science Talent Pipeline Source: OBR, Performance Report, 2005

20. 20 COUNCIL PRODUCTS (1) Findings and policy recommendations to the Governor, Chancellor, and State Superintendent for improvements in the P-16+ mathematics and science education system. (2) Mechanisms for data-based analysis of the education-business economy pipeline and for transforming a scientific analysis of system problems into long term policy recommendations. Improving Ohio’s Mathematics and Science Talent Pipeline

21. 21 Council’s Work Will Reflect… Careful, scientific, analytical study of the Ohio system of mathematics and science education Analysis of the output as it relates to the economic needs of the state Evidence-based and data-supported determination of causal systemic problems Selected strategic actions and resources to address those problems Policy recommendations and longitudinal planning for transforming the system Improving Ohio’s Mathematics and Science Talent Pipeline