Motivate Students to Study and Enter Science and Math Careers

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According to the TAP coalition's major policy statement, The Education for Innovation Initiative, federal, state and local investments in improving math and science education are essential. Business leaders - no matter what size their company is or where their hiring pool comes from - can take action to reverse the decline in American excellence in math and science education. Among the coalition's five recommendations are three that call for action in K-12 education at the federal and state levels:

To motivate students to study and enter science, technology, engineering and mathematics courses, especially girls, low-income students and students of color, TAP recommends that business leaders and policymakers should:

Create opportunities for high-achieving math and science students, such as advanced courses, math or science immersion experiences, corporate internships, charter schools, local magnet programs and regional/state magnet schools.
Adopt rigorous curricula reflecting real world engineering and science experiences.
Create more scholarships and loan-forgiveness programs for students who pursue two-year, four-year and graduate degrees in science, technology, math and engineering.
Build on existing programs such as Science, Mathematics and Research for Transformation (SMART) at the Department of Defense; the Science and Technology Scholarship Program at NASA; Robert Noyce Scholarships at the National Science Foundation; and the American Competitive Grants at the Department of Education that subsidize the higher education costs for students pursuing STEM degrees.
Increase the retention rate of undergraduates in STEM majors by expanding programs such as NSF's Science, Technology, Engineering and Mathematics Talent Expansion Program and by offering programs such as the Professional Science Masters that encourage college graduates to pursue fields outside of academia that combine science and/or math with industry needs.
Encourage private sector involvement in consortia of industries and universities that establish clear metrics to increase the number of graduates.
Establish fellowships for exceptional recent college graduates or those at mid-career that lead to certification and a five-year commitment to teach math or science in schools with high-poverty populations.

These recommendations are a mix of actions that can be taken by the federal government, state governments and school districts. Business leaders can work with education leaders at all of these levels to encourage and support talented students from all backgrounds to pursue degrees in the STEM fields.

A State Example: North Carolina

In 2003, Governor Michael Easley (D) and his Education Cabinet, which includes representatives of the state's early childhood, K-12 and higher education leadership, launched the New Schools Project. This statewide program will create 75 new small high schools by 2008, offering more personalized education to students to motivate and prepare them better for college and work. These schools will focus on the STEM disciplines, in recognition that these have the greatest potential for economic growth and will have the most positive impact on North Carolina's economy in the 21st century. Eleven schools have already opened and gained statewide and national recognition for their initial success.

In 2004, Governor Easley introduced a related program, "Learn and Earn." Learn and Earn's "early college high schools" provide students with the opportunity to graduate from high school in five years, with a high school diploma and an associate's degree or two years of college credit. Geared primarily towards low-performing high school students and students who will be first-generation college attendees, Learn and Earn links curriculum and work experiences by encouraging schools to partner with higher education institutions and private businesses. Learn and Earn motivates students to take more rigorous and relevant coursework and directly subsidizes the cost of higher education.