Changing the Face of Math

Jun 14 2013

Education
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Photo Credit: Pink Sherbet Photography/Flickr

What if our national problems with math—from poor school and test performance to the dearth of STEM grads—are more about fuzzy-sounding stuff like relationships, emotion, and identity than, well, actual math?

Changing the Definition of Success
Central to our math disconnect, say education experts, are misconceptions reinforced in classroom practice…

“There is a culture of emphasizing efficiency in mathematics,” says Osvaldo Soto, who coaches math teachers as field director of the San Diego chapter of Math for America. “Math problems do not all take five minutes to solve.” Not only does it lead students to disengage, but, Soto says, it also reinforces precisely the wrong habits of mind needed for success.

For story, see http://hepg.org/hel/printarticle/566

Education, Jobs and the American Dream: How We Got Here

Jun 07 2013

Education
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The United States is losing ground. Between 1880 and 1980, we were a world leader in wage parity, productivity, and technological innovation. Our country gained, on average, about one year’s worth of education per decade. As a nation, we were out-educating and out-performing the world. But something happened, and we began falling behind other nations.

How did we get here? We have dropped from a position of leadership to 16th globally; our 15-year-olds rank 25th in the world in math, and our elementary school enrollment is 79th internationally. As we face the retirement of the baby boom generation, we’re already seeing widespread skills shortages, and by 2018 the U.S. will need 22 million new workers with college degrees.

The old model of educating only 10% to 20% of our nation at the college level no longer works. In today’s global economy there is little room to be a follower, and knowledge is the power that enables leadership. As a result, we must regain our leadership in education and training.

The American workforce is missing the education it needs to compete in a global economy. We are, by our calculation, short more than 100 million years of education as a society. Each missing year is represented by a decision not to finish high school, not to enter college, not to stay in college, or not to return to college.

Our nation’s “missing years” of education have cost the U.S. gross domestic product (GDP) as much as $2.3 trillion by one estimate, and threaten to harm America’s ability to compete in the global economy. If we were able to close the educational achievement gap, we could add $400 billion to $670 billion annually to our GDP.

For leaders in the business community, these missing years of education mean global competitors may be able to deliver more appealing products and services.

For leaders in the labor community, these missing years mean less opportunity and more insecurity for their members. More construction workers will be idle as fewer hospitals add wings, fewer developers build malls, and fewer cities construct new schools. More teachers, police officers, and firefighters will face layoffs, furloughs, pension reductions, and health care cuts.

Making up those missing educational years sounds like a feat beyond America’s reach. But, to put the challenge into perspective, it amounts to just one single year of additional education for each of us. Education, jobs, and the American dream are inextricably tied together. Ultimately, as a country we have an interest in finding actionable solutions to closing the skills gap, developing a national strategy for investing in human capital, and holding onto our talent.

Greg Cappelli is Director and Chief Executive Officer of the Apollo Group, Inc.

This thought piece is a part of the publication, Help Wanted: Addressing the Skills Gap, which features writings from business, education, and nonprofit leaders.

Building the 21st Century Workforce

Jun 03 2013

Education
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America is in a global race for the future, and it’s falling behind. It’s a race to educate, train, attract, and invest in employees who are able to compete and grow in the 21st century.

Even in a time of chronic high unemployment, many American employers are facing an unexpected challenge—an insufficient supply of skilled and educated workers.

Statistics show that 3.7 million jobs in the United States sit vacant, in part, because businesses simply can’t find qualified workers to fill them. By 2020, employers worldwide could face a shortage of 85 million high- and medium-skilled workers, according to the McKinsey Global Institute in Washington.

The skills gap has multiple causes, starting with the K–12 school system. Two-thirds of fourth- and eighth-grade students are unable to read at grade level, and many are unable to read at all. Thirty percent of U.S. students fail to graduate from high school in four years—and the dropout rate is nearly 50% for African-Americans and Hispanics. Seventy percent of fourth- and eighth-grade students score below grade level in math.

The problem continues when students move on to postsecondary education. Once first in the world, America now ranks 10th in the percentage of young adults with a college degree. The national median graduation rate at America’s public four-year institutions for first-time full-time students is barely higher than 50%. Just 20.5% of students at public two-year schools graduate within four years.

At the same time, the Department of Labor estimates that 90% of the jobs in the fastest-growing sectors of the economy will require some postsecondary education. Who will fill those jobs?

To put Americans back to work, business leaders say that there’s going to have to be an overhaul of the talent development system from top to bottom.

“Businesses can no longer act like having a skilled and educated workforce is just a product of destiny,” says William Green, former chairman and CEO of Accenture, a management consulting, technology services and outsourcing company. “We have to engage and influence the education reform agenda, put skin in the game, and get mentally aligned with what it takes to compete and win in the future.” Green, along with other business leaders, attended a May event at the U.S. Chamber hosted by Ed Rust, an education advocate, State Farm Mutual CEO, and Chamber chairman.

To improve K–12 schools, according to the Chamber’s Institute for a Competitive Workforce (ICW), more robust, comprehensive data must be collected and put to use in guiding the professional development of teachers, making smarter personnel decisions, and targeting areas in need of the greatest improvements.

Additional emphasis must be placed on STEM (science, technology, engineering, and mathematics) education. The U.S. Department of Commerce estimates that STEM jobs will grow by 17% between 2008 and 2018, compared with just 9.8% growth in non-STEM jobs. However, at the current pace, the United States simply will not produce enough workers to fill the jobs.

“We must re-imagine our schools, revise how we recruit and train our teachers, and rethink the stale strategies that have stagnated academic achievement,” says Margaret Spellings, former secretary of education and current president of the U.S. Chamber of Commerce Foundation. “If we do not dare to be bolder in STEM education, we risk losing even more ground globally.”

A new approach on STEM, business leaders say, must take full advantage of strengthened and streamlined academic standards, such as the voluntary Common Core State Standards Initiative being adopted by many states. How teachers are prepared, hired, and deployed, including bringing career professionals into the classroom, must be rethought, and new models of schooling that facilitate STEM learning must be promoted.

ICW and other business groups are calling for more affordable college education, pointing to opportunities to budget more intelligently and ensuring that students graduate with a degree or credential in a timely manner by facilitating credit transfer between institutions and reducing bloated credit hour requirements, among other things.

Employers also want to have more confidence in the value of postsecondary degrees. A recent survey by the Association of American Colleges and Universities found that nearly half of the employers feel that postsecondary institutions need to better prepare students for the workforce.

The current safeguards of quality in higher education—accreditation and the credit hour system—fail to critically examine curriculum content or evaluate how an institution’s academic standards are enforced, business leaders say. Institutions can and should monitor learning gains in a systematic, comparable fashion and provide clear and accurate information on the true costs of their programs and the performance of their students.

This post was originally authored by Sheryll Poe, Senior Writer for the U.S. Chamber of Commerce.

66 by 2020: The Perfect Vision

May 23 2013

Education
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Joaquin Zihuatanejo from CoolSpeak recently presented at the First Annual Multicultural Affairs Youth Leadership Summit. This video was created by Zihuatanejo and Art Hooker. Zihuatanejo wrote this poem for the Governor’s 66 by 2020 initiative and goal shared by Prosperity 2020, the largest business-led movement to increase innovation, investment and accountability in education.

Enjoy!

Miss America and the importance of STEM education

May 10 2013

Education
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As the Governor’s Office of Economic Development (GOED) announced the allocation of some STEM-related funds, Miss America joined business leaders and policy makers in championing the importance of STEM education in a press conference on Friday at the Salt Lake Chamber.

The Utah Legislature appropriated $10 million for a STEM Action Center during the 2013 session. Sophia DeCaro, deputy director of GOED, announced $1.5 million will go to establish a director, staff and board. $5 million will be dedicated to math skill building in sixth, seventh and eighth grades, while $3.5 million will go to juniors and seniors in high school for college math readiness.

“If we don’t give our children an education that provides them an edge, their future jobs will be taken from them by students in China, India or the rest of the world,” said Stan Lockhart of IM Flash and private sector chair for Utah’s STEM Education Initiative. “What can we do to give them an edge? What can we do to teach them the skills that allow them to compete in this digital world we live in? What it comes down to is this: science, technology, engineering and math.”

Mallory Hagan, the reining Miss America, says she expressed great interest in math and science in middle school thanks to passionate teachers who cared about her success. “But we had teachers who were making sure we made good grades on tests but not making sure we could comprehend any of the information. That’s a hard lesson to learn when you’re a freshman in bio-medical science.”

Hagan has since changed her educational path to marketing with a focus in cosmetics and fragrance, but wishes she had learned back in her formative years the “cool” jobs that she could have from pursuing more math and science, like making lipstick and mascara and not just wearing it.

Today, she encourages mentorship as part of an education to show students what kinds of opportunities are available to them, since dissecting frogs and learning about atoms doesn’t give them the whole scope what of what they are able do.

“There are so many kids across the nation who don’t have a favorite subject, who don’t enjoy school, and they are in the first, second and third grade. That’s really disheartening because we want kids to want to learn. We need to catch them early on otherwise there’s no hope for the rest of their education process.”

And a quality education can help make the difference, whether that’s in only in making good grades to get to college or making an actual difference in the world as many STEM-related jobs are able to do.

Thank A Teacher!

May 09 2013

Education
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This week is Teacher Appreciation Week, and May 7, marked National Teacher Day. This is a great reminder and opportunity to express your gratitude for the teachers that have made an impact in your life.

“Education is the path to enduring prosperity and teachers are the guides along that path,” said Mark Bouchard, chair of Prosperity 2020 and senior managing director of CBRE. “In Utah, we have so many great teachers who do a terrific job. We need to make sure they have the resources and innovations they need to help prepare our future workforce.”

Education is a pivotal part of development and in building a fulfilled life. Teachers and good relationships with teachers can make a huge difference in students’ success. The influence of a single educator can help ensure a student’s success in school and continued learning.

National Teacher Day was first observed in 1953 when Eleanor Roosevelt persuaded Congress to proclaim a National Teacher Day in recognition of educators. So make sure you go out of your way to thank a teacher this week. They deserve it.

We’d love to hear stories about teachers that have impacted you. Please leave them in the comments, and we will share them on our Facebook page this week. Thanks!

Seeing the P2020 Business Promise in action

Apr 24 2013

Education
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In an effort to improve education, the Prosperity 2020 Business Promise has a goal of deploying 20,200 volunteers by 2020 to help students succeed. Already we are beginning to see these efforts pay off.

A team of 50 Questar employees just finished their initial half-year of tutoring at North Star Elementary school with KSL’s Read Today program. Ron Jibson,  chairman, president and CEO of Questar, reported the 48 students who participated in the tutoring program have made significant progress, as demonstrated by DIBELS (Dynamic Indicators of Basic Early Literacy Skills) scores. Some of the students improved their reading level by two grades, some by three and one student even increased his reading level by six grades!

“While the numbers, percentages and test scores are important, the more essential experience involved is the subtle by viable increase in self-esteem and pride in accomplishment that the children are beginning to show,” Jibson said.

Not only did the Questar volunteers enjoy their time spent helping the children, Jibson says “their hearts have been touched by forging bonds with individual students,” showing that while teaching these kids lifelong skills, this is also about building relationships with children facing different challenges. When asked if they would volunteer for this program again, the most common response was, “Count me in. I loved it.”

Because of the tremendously rewarding experience, Questar will participate again through the 2013-14 school year and, as Jibson puts it, “strongly urge and recommend” other companies participate in the P2020 Business Promise.

“Our eyes have been opened to the needs of at-risk students, which extend far beyond the academic,” said Jibson. “It has been a privilege to be involved in breaking down even one of these barriers to our students’ future success.”

Learn more about the P2020 Business Promise and how you can become involved at P2020BusinessPromise.com.

National recognition for KSL’s Read Today

Apr 23 2013

Education
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KSL’s Read Today is garnering national acclaim. Earlier this month, the National Assocation of Broadcasters Educational Foundation honored Read Today wih the Volunteer Service to America award for raising awareness and action for literacy.

One of Prosperity 2020′s goals is to have 90 percent of third and sixth graders proficient in math and reading–something that Read Today is greatly contributing to.

Last year, Read Today took 2,000 students in 90 schools across Utah up to grade level in reading–a benchmark those kids weren’t reaching at the beginning of the year.

Not only that, but $960,000 worth of tutoring was donated by an army of Read Today volunteers as they read with struggling students every week.

For 2013, 3,600 students are being tutored at 92 Utah schools. More people have also volunteered to be part of Read Today’s efforts, totaling 2,300, and have also contributed to more than $750,000 worth of tutoring so for this year. Thanks to these efforts, the recently released mid-year results indicate an 80 percent success rate this year.

From these numbers, Read Today is on more than on track to continue and progress in helping students read and enjoy reading more.

Chamber economist: education among big variables for future prosperity

Apr 11 2013

Education
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The opening report of the Governor’s Economic Summit, held at the Grand America today, touted Utah’s economy as one of the strongest and best managed economies in the nation. However, three concerns that could affect our prosperity were also identified.

Natalie Gochnour, associate dean of the David Eccles School of Business and chief economist of the Salt Lake Chamber, cited the following concerns:

  1. Uncertainty caused by lack of economic leadership from the federal government
  2. Education
  3. Uncharted waters for the Fed

Utah’s educational outcomes, when compared with peer states that share similar demographics in key areas, are dead last. Despite all of our strengths, we still fall short of our potential in elementary school math and reading tests, which is particularly noticeable among our growing ethnic population. Graduation rates and college completion are lower than they should be. And some young people today have less education than their parents.

Because of these concerns and others, the business community is focusing on education as a key component of our state’s economic future. Gochnour expressed optimism that we can make a difference if we will pull together.

“We in Utah believe that the future is not a gift but an achievement,” said Gochnour. With a history of accomplishments including our expanding transportation system, the Utah Compact, Downtown Rising and projects by Envision Utah, we show both promise and potential. Gochnour encourages us to pull together on this important issue.

Prosperity… it starts with education.

STEM Action Center: A Milestone for Utah Education and Workforce Alignment

Apr 04 2013

Education
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Of all the bills passed by the Utah State Legislature during its 2013 session, one measure stands out as a milestone in terms of its implications for future workforce readiness and the talent shortage affecting Utah businesses.

Indeed, as the state prepares for the day when 66% of the jobs in Utah require a college degree or a post-high school advanced certificate, HB 139, which creates the STEM Action Center, is certain to help align Utah’s educational outcomes with workforce needs.

“House Bill 139 is milestone legislation for the state and for us, to put the STEM Action Center in place and bring focus to the importance of science, technology, engineering and math education (STEM) from a workforce perspective,” says Mark Bouchard, chair of Prosperity 2020 Initiative and senior managing director of the Salt Lake City office of CBRE. “It also adequately builds a strong bridge between the private sector and education in general, to create the kind of students we need for the future workforce. Many good things will come from the STEM Action Center, but it is actually just the first step in many things we need to do.”

STEM Emphasis
The need for greater emphasis on STEM education and careers in Utah is highlighted by data from the Utah System of Higher Education, which reports that in 2010-2011 the top 10 graduation majors for Utah students were:

  • General Studies
  • Registered Nurse
  • Business Management
  • Psychology
  • Accounting
  • Elementary Education and Teaching
  • Economics
  • English Language/Literature
  • Social Work
  • Speech Communication

Meanwhile, according to a survey by Payscale.com, the careers fields with the highest pay nationally are:

  • Petroleum Engineering
  • Chemical Engineering
  • Electrical Engineering
  • Materials Science & Engineering
  • Aerospace Engineering
  • Computer Engineering
  • Physics
  • Applied Mathematics
  • Computer Science
  • Nuclear Engineering

Threefold Purpose
Enter the STEM Action Center. Bouchard explains that the action center has a threefold purpose. First is to create awareness regarding the importance of STEM education. “There is a lot of misunderstanding about what STEM means and what we should be doing, so the action center will have an influence on awareness,” he says. The second purpose is to influence training, not only for students but also for educators. “The STEM Action Center will be a place where best practices at the national level are housed, so it will be a resource for both students and educators,” Bouchard continues. Third, the action center will serve as a resource to the business community where business and education come together.

Summarily, he says the STEM Action Center will be a training facility, a communications and an awareness program for the citizens — especially families in the state — and a place where industry and education come together to formulate new strategies around efforts to produce the workforce of the future.

EDCUtah President & CEO Jeff Edwards says HB 139 and its companion funding bill were championed by Prosperity 2020 in cooperation with Governor Herbert’s Commission on Education, but the bills received broad-based support from many statewide organizations, including EDCUtah, the Utah Technology Council, Utah Taxpayers Association, Utah Manufacturers Association, Utah State Board of Education and others.

Another Milestone
HB 139′s passage “is an unprecedented accomplishment,” he adds. “Over the last several years, the work of business community in the Prosperity 2020 initiative has resulted in some substantive improvements in our educational system and the creation of the STEM Action Center is another milestone in that process.”

Stan Lockhart, private sector chair for Utah’s STEM Education Initiative, describes the STEM Action Center as a results oriented, transparent and accountable entity. Every six months, results will be reported back to decision makers in the Legislature and Utah State School Board, he explains. Outcome metrics the STEM Action Center will focus on include:

  • 90% of high school students will be college math ready (currently only 66% are ready system-wide)
  • 90% of high school students will enter post-secondary education (currently 68% of high graduates enroll in post-secondary education)
  • 90% graduation rate from high school (currently 78% of Utah high school students graduate)
  • 90% of Utah K-12 students will be at grade level in STEM (currently between 40-70% are at grade level)

Achievement Gaps
Like other states that use STEM centers, Utah leaders hope the STEM Action Center can help close STEM education achievement gaps, elevating the performance of all Utah students in STEM-related subjects while also encouraging more students to enter STEM-related career fields.

To that end, Lockhart says the Utah STEM Action Center will first work to identify the gaps in student performance and then close those gaps to go from current outcomes to required outcomes in statewide student STEM achievement. The action center will first address gaps in junior high school math proficiency and college math readiness.

Next, the STEM Action Center will establish a statewide best practices network, building a central repository of best practices that will be made available to school districts, schools and parents. Further, the center will apply for and collaborate on grant applications for resources from the private sector and the federal government to fund STEM education. The center will also engage the private sector to align education with workforce needs and solicit financial and in-kind contributions from private donors.

Collaboration
Bouchard says collaboration is essential and the STEM Action Center will collaborate with other states on best practices and seek to strengthen collaboration between public education, higher education and the Utah College of Applied Technology (UCAT) in terms of best practices and workforce alignment.

A third area of focus involves applying innovative teaching methods, learning tools, experiential opportunities, digital learning and other techniques to improve student STEM proficiency in the classroom and promote STEM in schools. Over time, the action center will implement best in class learning tools, learning methods and enriched curriculum for every K-12 educator to use in his/her classroom and implement intensive training and coaching regarding the latest technology. Other efforts will focus on energizing STEM competition opportunities for students, embedding more hands-on application of math and science theory (experiential learning) in the classroom, finding and tracking best-in-class learning tools in Utah classrooms to scale what is most effective, and changing the culture of schools to value STEM academic rigor.

Bouchard explains that the STEM Action Center will be a place where private capital can be invested to leverage state dollars in achieving greater performance gains. While the exact manner in which the center will receive private capital has yet to be established, the business community will have the opportunity to invest in the STEM Action Center through a variety of sponsorship levels. The vast majority of money collected will go into the classroom for curriculum enhancement to help teachers and students.

Source: Economic Review, a publication of the Economic Development Corporation of Utah, March 29, 2013 issue