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New Efforts in Minnesota, New Orleans to Get Kids Interested in Math and Science

American K-12 students are becoming less and less interested in math, science and technology fields. Recent studies reveal that students are increasingly dropping science and math classes and pursuing careers in the arts and social services. Since national and regional competitiveness in high-tech fields depends on a skilled labor market, fueled by college graduates in STEM (science, technology, engineering and math) fields, many areas are attempting to generate more interest in these subjects. Several recent efforts are doing so by giving students access to more advanced technologies.

According tto the Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, the report issued earlier this year by the National Academy of Sciences (NAS) on the country’s science and technology prospects, K-12 students are abandoning difficult STEM coursework, in favor of other subjects and less advanced STEM classes. NAS recommends public-private partnerships, greater cooperation between educational institutions, more rigorous requirements, and the creation of specialty high schools. The findings, however, focus more on improving teacher standards than programs to directly engage students with technology.

The Minnesota Department of Education recently released the results of the ACT Educational Planning and Assessment System (EPA), which gauges student interest in various fields. Only 10.8 percent of eighth graders, and 20.9 percent of 10th-graders expressed an interest in math, science or technology. The numbers come at a time when the Minnesota Department of Employment and Economic Development is currently projecting a 20 percent to 33 percent increase in the number of science and technology jobs over the next 10 years. New job growth in professional and high-tech industries is projected to need an extra 10,500 college grads every year. Without greater student engagement in STEM fields, the state’s high-tech growth could be in jeopardy.

On the heels of these findings, Minnesota Gov. Tim Pawlenty introduced a new state initiative to give K-12 greater access to some of the more expensive tools of modern engineers. The state is partnering with PTC, a Massachusetts-based software company, to provide classrooms with free copies of Pro/Engineer Schools Edition — a sophisticated computer-aided design program used by engineers to render three-dimensional model, assemblies, and two-dimensional measured drawing. The commercial cost of this software is $5,000 per computer, making it unaffordable for most students and schools. Pro/Engineer is taught at most top engineering schools, and experience with the program will give Minnesota students an academic edge, helping them to become more familiar with engineering careers. More information is available at: http://www.governor.state.mn.us/mediacenter/pressreleases/PROD007711.html

In addition, ExxonMobil announced last month that it would donate $10 million to enhance science and technology education in the Greater New Orleans area. The donation is aimed toward increasing student interest in STEM subjects and providing the equipment needed to teach STEM classes, much of which was destroyed by Hurricane Katrina. As a science and knowledge based company, ExxonMobil recognizes the importance of strong math and science programs in our schools and the critical role that educators play in encouraging students’ interests in these areas, said Rex Tillerson, chairman and chief executive officer of the company.

The press release is available at: http://www.exxonmobil.com/corporate/Newsroom/NewsReleases/Corp_NR_NO_schools.asp

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Copyright State Science & Technology Institute 2006. Redistribution to all others interested in tech-based economic development is strongly encouraged. Please cite the State Science & Technology Institute whenever portions are reproduced or redirected.

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