Compass STEM gathering

Moving from research to action

December 6, 2013

Marilee Grant

Welcome

Paul Mattessich

A community indicators project, Minnesota Compass

provides a common foundation of information and

data that people need to identify, understand, and

effectively act on community issues.

What is MN Compass?

Working to

change the

equation

Working to

change the

equation

Inefficient decisions

From: Good intentions

No common base of information

+

=

Working to

change the

equation

Productive decisions

for a strong region

To: Good intentions

Common sense of purpose

Sound, credible information

+

+

=

Minnesota Compass

Minnesota Compass

New STEM section launched in October 2013

Interactive visual

Interactive visual

>50 stakeholders

Core advisory group

Supported by

Boston Scientific

Advisory committee process

Co-conveners:

Paul Mattessich, Wilder Research

Margaret Anderson Kelliher, MN High Tech Association

Doug Paulson, MN Department of Education

Rose Chu, Metropolitan State University

Marilee Grant, Boston Scientific

Core advisory group

Tim Barrett Minnesota High Tech Association

Ronald Bennett University of St. Thomas

Marilee Grant Boston Scientific

Craig Helmstetter Minnesota Compass

Anne Hornickel Minnesota STEM Network

Caryn Mohr Wilder Research

Dan Mueller Wilder Research

Doug Paulson Minnesota Department of Education

Eva Scates-Winston Minnesota State Colleges and Universities

Jessi Strinmoen Rochester Chamber of Commerce

Steven Walvig The Bakken Museum

1. Relevant and valid. Relates to

stated goals and measures what it

is intended to measure.

2. Consistent over time. Regularly collected the same way.

3. Leading. Signals broader

changes to come, allowing the

community to respond proactively.

4. Actionable. Outcomes that can

be impacted by programs and

policies and change the cradle-to-

career trajectory.

5. Affordable. Can be collected

within project budget.

6. Understandable. Easy for

target audience to understand.

7. Comparable. Allows for

comparisons by different groups –

race/ethnicity, income, gender.

8. Standardized. Allows for

comparison with other regions,

metro areas, states, or countries.

9. Coherent. Provides coherent

picture of progression along the

cradle-to-career continuum.

Key measure criteria

Caryn Mohr

Key themes from the data

Allison Liuzzi

Almost 455,000 STEM workers in MN.

They are 17% of MN’s current workforce,

and will increase by 18% in 10 years.

Why does STEM education matter

to Minnesota?

Why does STEM education matter

to Minnesota?

That’s just people employed

directly in STEM fields.

Expected job growth is higher for STEM than

non-STEM jobs

18%

13%

20%

14%

16%

12%

STEM education is critical to

Minnesota’s prosperity

Education and workforce alignment

Today, the majority of Minnesota’s STEM workers are

employed in three occupational groups.

And STEM employment is expected grow in all fields

through 2020.

And STEM employment is expected grow in all fields

through 2020.

38,000 new openings

18,000 new openings

11,000 new openings

Nearly three-quarters of

Minnesota’s STEM workforce

are employed in three large

occupational groups

Health

Production and trade

Computers

These three fields alone are

expected to add 67,000 jobs

to Minnesota’s economy

through 2020

Nearly three-quarters of

Minnesota’s STEM workforce

are employed in three large

occupational groups

Health

Production and trade

Computers

These three fields alone are

expected to add 67,000 jobs

to Minnesota’s economy

through 2020

Are recent

postsecondary

graduates ready to

meet these future

workforce needs?

0 10,000 20,000 30,000 40,000 50,000

Architecture

Computer fields

Engineering

Health

Life and physical sciences

Math

STEM mgmt, sales, and related fields

STEM postsecondary education

STEM production and trade fields

STEM social sciences

Degrees/certificates awarded (2012)

New openings projected through 2020

STEM degrees awarded (2012) and new STEM

openings (projected) in Minnesota

Research to action

There are multiple pathways

in STEM, and not all require

the same levels of education

But degrees and certificates

may not always align with

workforce needs

STEM education contributes

to broader 21st century skills

that matter, regardless of field

Research to action

Is alignment between

postsecondary awards and

workforce needs a top

agenda item?

How do jobs that are not yet

created fit into this?

How do we address specific

workforce needs in the context

of broader 21st century skills?

Achievement gaps in STEM

84%

43%

66%

70%

66%

57%

22%

39%

35%

37%

Graduating on time (high school)

College-ready in math and science (highschool)

Meeting state math standards (8th grade)

Meeting state science standards (5th grade)

Meeting state reading standards (3rd grade)

Of Color White

35 point gap

Minnesota's gaps by race along the cradle-to-career

continuum

59%

56%

57%

But we can’t attribute gaps by race in STEM

achievement to a lack of interest

A greater proportion of 8th graders of color

participate in extra-curricular science activities

34%

30%

30%

A greater share of high school students of color are

“very sure” they will major in a STEM field

13%

9%

10%

White

(non-Hispanic

Research to action

There are large gaps in

achievement by race along

the STEM cradle-to-career

continuum

These gaps are not explained

by lack of interest

Research to action

What are our top needs and

messages around achievement

gaps by race in STEM?

How do we harness students’

interest in STEM, in ways that

positively impact achievement?

What else do we need to know

about these gaps?

Gender and STEM

60% 58%

60%

27%

34%

18% 17%

55%

62% 58%

34%

46%

21% 23%

Meeting statereading

standards (3rdgrade)

Meeting statescience

standards (5thgrade)

Meeting statemath standards

(8th grade)

Science activitiesoutside of school

(8th grade)

College-ready inmath and science

(high school)

Degreesawarded in

STEM(postsecondary)

Employment inSTEM

Female Male

Minnesota's gaps by gender along the cradle-to-

career continuum

Relatively small gaps by

gender in many indicators of

STEM across the cradle-to-

career continuum

Larger gender gap between

high school females’ and

males’ college readiness in

math and science

Relatively small gaps by

gender in many indicators of

STEM across the cradle-to-

career continuum

Larger gender gap between

high school females’ and

males’ college readiness in

math and science

So where do we see

notable differences

in STEM by gender?

Within STEM,

there are large

differences in

fields of study

by gender.

And there are large differences in STEM occupation

by gender

Research to action

Many gender gaps across the

STEM cradle-to-career

continuum are relatively small

But when we dig a bit deeper,

we see larger gender gaps in

STEM fields of study and

occupations

Research to action

What are key messages about

gender and STEM? Are there

successes as well as gaps?

What are the implications of

gender differences among

STEM fields?

Framework

Logic model

Logic model

The data story

Research on benchmarks, gaps, and

best practices

Data needs

Data needs

Data needs

Research to action

There are data needs

related to:

STEM integration

Out-of-school time

21st century skills

Teacher preparation

Other factors

Research to action

In what ways do data needs

factor into top priorities for

STEM?

What initiatives are already

underway that can advance

data needs in some areas?

Specifically, how might there

be systematic collection of

other data that are needed?

Where do YOU think we need to act?

Steven Walvig

Stakeholder story

Joe Alfano Minneapolis Public Schools

STEM cradle-to-career continuum

Stakeholder story

Lisa Schlosser Thomson Reuters

Stakeholder story

Anne Hornickel SciMathMN

Doug Paulson

1. What are top priorities for STEM education

in Minnesota?

2. How can you use the resource to tell

your story?

3. In what ways can we support future

research agendas?

Questions for discussion

Thank you!

Paul Mattessich Steven Walvig

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