Meeting the STEM Workforce Demand: Accelerating Math Learning among Students Interested in STEM. BHEF Research Brief

Efforts by federal and state governments to increase the STEM (science, technology, engineering and mathematics) workforce in support of innovation and competitiveness are frustrated by a shortage of adequately prepared and interested students. Less than half of 12th graders meet the math proficiency benchmark that indicates college readiness. Further, only 17 percent of 12th graders are math proficient and interested in STEM careers. African American, Hispanic, and Native American students are substantially underrepresented within this group, with less than 6 percent of all African American 12th graders interested in STEM careers and college ready in math. Notably, the group of students interested in a STEM career but not math proficient is nearly as large as the proficient and interested group. These students represent an untapped pool of talent that might be marshaled to address the country's workforce needs. In particular, over half of the students in this group are within 4 points of the math benchmark score that would allow them to enter college-level STEM coursework without requiring remediation. This migration into STEM education could have a significant impact on diversity. Analysis indicates that: (1) Many students are interested in STEM but not math proficient; (2) Many STEM-interested, but not math proficient students, are within reach of the benchmark; and (3) Systematically improving math proficiency would significantly improve diversity in STEM education and the workforce. STEM-interested, but not math proficient students represent some of the low-hanging fruit of the STEM education pipeline. In particular, using new learning tools to accelerate math achievement during the latter part of high school could move considerable numbers of students into STEM education and the STEM workforce, increasing the diversity of both. (Contains 2 figures and 2 endnotes.)