February 2-3, 2005

Florida Summit on Mathematics and Science Education

February 2 and 3, 2005

http://www.flsummit.usf.edu/

Gerry G. Meisels, Chairman

E-mail: meisels@csl.usf.edu

Tel. 813-974-7183

February 2 and 3, 2005 Slide 2

Goal:

Enhance Florida’s Economic Development by Preparing a Workforce Educated in Mathematics and Science

Strategy:

Strengthen Student Achievement in Mathematics and Science By Increasing Teacher Effectiveness

Florida Summit on Mathematics and Science Education

February 2 and 3, 2005 Slide 3

Numerous Reports, Little Action• Losing the Competitive Advantage – the Challenge for Science and

Technology in the U.S. (2005)(AeA, American Electronics Association), www.aeanet.org/competitiveness

• A Commitment to America’s Future; Responding to the Crisis in Mathematics & Science Education (Business-Higher Education Forum, 2005), http://www.bhef.com/

• The Science and Engineering Workforce: Realizing America's Potential (National Science Board 2003) http://www.nsf.gov/nsb/documents/reports.htm

• Learning for the Future: Changing the Culture of Math and Science Education to ensure a competitive workforce, (U.S. Committee for Economic Development, 2003) http://www.ced.org/publications/date.shtml

• Before it’s too late (US DOE Glenn Commission; 2000), http://www.ed.gov/inits/Math/glenn/index.html

February 2 and 3, 2005 Slide 4

Foundation and Future

The Summit Addressed

•The compelling case

•21st century schools

•Programs that work

•Cost of creating the 21st century teacher workforce

February 2 and 3, 2005 Slide 5

Presenters Included• Darrell Kelley, President, Enterprise Florida

• Randy Berridge, Florida High Tech Corridor

• Col. Irvin Lee, 6th Mission Support Cmndr, MacDill AFB

• Jim Warford, K-12 Chancellor, Florida DOE

• Dennis Smith, Business Higher Education Forum

• Peter Sprague, President, Corporate Training Partners, Inc; Am. Soc. For Training and Development (ASTD)

• Jo Anne Vasquez, National Science Board

• James McMurtray, Executive Director, National Alliance of State Science and Mathematics Coalitions (NASSMC)

• Pat Ross, US Department of Education

Source: Highlights From TIMSS

Average Mathematics Performance of Other Countries Compared with the U.S.

0%

50%

100%

Grade 4 Grade 8 Grade 12

Nations' scoring higher than the U.S.

Nations scoring the same as the U.S.

Nations scoring below the U.S.

Source: Highlights From TIMSS

Other Countries Average Science Performance Compared with the U.S.

0%

50%

100%

Grade 4 Grade 8 Grade 12

Nations scoring higher than the U.S.

Nations scoring the same as the U.S.

Nations scoring below the U.S.

February 2 and 3, 2005 Slide 8

Skill Level ChangesSkill Level Changes

Unskilled

60%

Skilled

20%

Professional

20%

Skilled

65%

Unskilled

15%

Professional

20%

1950 1997

National Summit on 21st Century Skills for 21st Century Jobs

February 2 and 3, 2005 Slide 9

Skill Needs and High School Graduates

1997 Skills Needed

Professional20%

Florida High Schools

US High Schools

not graduated 41% Skilled

65%

unskillednot graduated

29%

Graduated59%

Graduated71%

NSB Defines the Science and NSB Defines the Science and Engineering Workforce BroadlyEngineering Workforce Broadly

68%

32%

S&ENon-S&E

Source: Source: Science and Engineering Indicators 2002Science and Engineering Indicators 2002 Appendix Table Appendix Table 3-2, Page A3-5.3-2, Page A3-5.

Note: SESTAT definitions of “S&E” and “Non-S&E” occupations.Note: SESTAT definitions of “S&E” and “Non-S&E” occupations.

S&E Jobs in the WorkforceS&E Jobs in the Workforce

20%

80%

Use S&E

Don't use S&E

Source: Calculated from Source: Calculated from Science and Engineering Indicators 2002Science and Engineering Indicators 2002 Text Tables 3-1, 3-2, pages 3-6, 3-7.Text Tables 3-1, 3-2, pages 3-6, 3-7.

Note: “Use S&E skills” includes all those in SESTAT-defined “S&E” Note: “Use S&E skills” includes all those in SESTAT-defined “S&E” jobs and those in SESTAT-defined “Non-S&E” jobs who jobs and those in SESTAT-defined “Non-S&E” jobs who

“ “closely” or “somewhat” use S&E skills in those jobs.closely” or “somewhat” use S&E skills in those jobs.

Use of S&E Skills in the WorkforceUse of S&E Skills in the Workforce

We Need More STEM SpecialistsWe Need More STEM Specialists

US Production of Graduates in Science, Technology, Engineering, and Mathematics (STEM Disciplines) has Declined in the Last 20 Years

Florida Colleges and Universities Produce only 6% of our State’s Annual Need for Mathematics and Science Teachers

Science and Engineering Occupations’ Labor Science and Engineering Occupations’ Labor Force Aged in the 1990sForce Aged in the 1990s

0%

5%

10%

15%

20%

25%

30%

35%

40%

Less than 30 30-39 40-49 50 or more

1993

1999

Source: Science and Engineering Indicators 2002, Appendix Tables 3-34 and 3-35, pages A3-102 and A3-108.

Foreign-Born Workers Account for an Foreign-Born Workers Account for an Increasing Share of the U.S. Science and Increasing Share of the U.S. Science and

Engineering WorkforceEngineering Workforce

0%

5%

10%

15%

20%

25%

30%

35%

40%

Doctorate Master's Bachelor's All

1990

2000

Source: U.S. Bureau of the Census, 5 percent public use microdata system files, Source: U.S. Bureau of the Census, 5 percent public use microdata system files, 1990 and 2000.1990 and 2000.

Note: Data exclude postsecondary teachers.Note: Data exclude postsecondary teachers.

15

Innovation Economy

• Economy is strong – focus on the future.

• To remain competitive, Florida must offer a highly-trained workforce.

• Workforce capabilities make a difference when competing against Silicon Valley, Research Triangle.

16

Information Technology ChallengesLack of Qualified Workers

Computer Literacy is not a substitute for Math and Science Proficiency

Filling the pipeline with math and science students critical to Key Sector Industries

Innovation Hub of the AmericasWhere education is effective, innovation will thrive.

Where innovation thrives, commerce will succeed.

Florida must increase interest in Math and Science to sustain worker pipeline.

February 2 and 3, 2005 Slide 17

Major Conclusions• Too few students complete high school.

• Even those that graduate do not have mathematics and science skills that meet the needs of Florida’s technology-based industry, even at the current level.

• There are not enough US Citizen STEM college graduates to replace retirements in Florida’s technology workforce.

• Florida’s colleges and universities produce only enough math and science teachers to fill one in twenty vacant positions.

February 2 and 3, 2005 Slide 18

So What – Now What

•We are in greater trouble than we had thought

• If we take determined action now we create an opportunity for Florida to become a national leader

February 2 and 3, 2005 Slide 19

Planning Systemic Change:Strengthen Learning in M/S and Produce

More STEM Graduates Through

1.Legislation

2.DOE policies and actions

3.District/county and school level actions and policies

February 2 and 3, 2005 Slide 20

Recommendations for Legislative Actions

• Establish a Commission or Planning Group

• Legislation and appropriations for a comprehensive, statewide, systemic program to enhance effectiveness of mathematics and science teachers

• Legislation and appropriations to increase production of college graduates in STEM and STEM education fields (incentives and rewards).

February 2 and 3, 2005 Slide 21

Please Accompany Me on a Journey to Two Futures in

2015

February 2 and 3, 2005 Slide 22

Time Travel to 2015

The Tampa TribuneFlorida Loses 10,000 IT

JobsBusiness Sends Jobs to Asia Again

The Tampa TribuneFlorida No.1 IT Employer in U.S.

IT Businesses Seek Out Florida

Working together, we can take the actions that will make Future 2 reality!

Future 1 Future 2

Tallahassee—Florida did too little, too late to save its last 10,000 IT jobs. Too few Florida workers have the math or science skills necessary to meet the needs of major employers in the information technology fields. Over the past 10 years, companies have been forced to move jobs to countries with larger pools.

oftechnically skilled workers. Top business leaders blame the exodus of jobs to other countries on the fact that Florida has not made rigorous math and science education a priority. As far back as 2005, business leaders warned that computer literacy was no substitute for math and science proficiency. At

that time, Florida was 4thin the nation in high-tech jobs, with more than 270,00 workers. Those numbers became increasingly difficult to sustain between 2005 and today, due to the dwindling supply of highly-skilled workers.

Tallahassee—Florida did everything right over the past 10 years, according to the movers and shakers gathered at the Capitol to celebrate Florida’s new status. David Markham, Director of

Florida’s IT BusinessCommittee, was one of the quickest to give credit to the Legislature. “We think the 2005 Legislature made the right move when it prioritized high quality mathematics

Committee, was one of the quickest to give credit to the Legislature. “We think the 2005 Legislature made the right move when it prioritized high quality mathematics and

February 2 and 3, 2005 Slide 23

The Summit Was Supported ByNational Science FoundationBuilding a Presence – Exxon-Mobil FoundationNational Alliance of State Science and Mathematics

Coalitions (NASSMC)US DOE (through NASSMC)NASA (through NASSMC)Florida Coalition for Improving Mathematics and Science

LiteracyThe Coalition for Science Literacy at the University of South

Florida