Minnesota’s framework for

monitoring and supporting the

STEM cradle-to-career continuum

Allison LiuzziMinnesota Compass, Wilder ResearchSeptember 30, 2014

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

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+

+

=

Science

Technology

Engineering

Math

What is STEM?

Shared information to better understand the state of Minnesota’s STEM cradle-to-career continuum, and to target resources more effectively

• Achievement gaps

• Aspiration gaps

• Workforce needs

Collaboration between Minnesota Compass and Boston Scientific

PROJECT BACKGROUND

Provide a cohesive framework for supporting Minnesota’s STEM cradle-to-career continuum

Share a common foundation of knowledge for decision-making

Address disparities through actionable data

Strengthen the STEM workforce and Minnesota’s economy

GOALS

Cradle-to-career framework developed with input of advisory committee

• Convened more than 70 Minnesota STEM stakeholders

• Variety of sectors, including early childhood, K-12 and postsecondary education, informal education, business, policy, research, and foundations

Smaller core advisory group met more frequently to consider feedback

PROCESS

3M Foundation

3Ring

Augsburg College

The Bakken Museum

Bemidji State University

Bethel University

Boston Scientific

Boy Scouts

Generation Next

Girl Scouts

Greater Twin Cities United Way

High Tech Kids

Inver Hills Community College

Madigan, Dahl & Harlan PA

Metropolitan State University

MinnCAN

Minneapolis Public Schools

Minnesota Business Partnership

Minnesota Council of Teachers of Mathematics

Minnesota Department of Education

Minnesota Department of Employment and Economic Development

Minnesota High Tech Association

Minnesota Independent School Forum

Minnesota Project Lead the Way

Minnesota State Colleges and Universities

Minnesota STEM Network

NASA & NOAA

National Center for STEM Elementary Education

Office of Senator Al Franken

Osseo Area Schools

Rochester Area Math & Science Partnership

Rochester Chamber of Commerce

Saint Paul Public Schools

Science Museum of Minnesota

SciMathMN

STARBASE Minnesota

Thomson Reuters

University of Minnesota

University of St. Thomas

Wilder Research

The Works

ADVISORS

LOGIC MODEL

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

SEGMENTS ON THE CONTINUUM

CHARTS AND BREAKDOWNS

SEGMENTS ON THE CONTINUUM

BENCHMARKS, GAPS, AND BEST PRACTICES

There are almost 455,000 STEM workers in

MN,

or 17% of MN’s current workforce.

We expect to see 79,000 new jobs in STEM

over the next decade.

That’s just people employed directly in STEM fields.

AN EMERGING STORY

60% of 5th graders

meet statescience standards

59% of 8th graders

meet statemath standards

39% of high school graduates arecollege-readyin math and science

Meet state science standards (5th)

Meet state math standards (8th)

College-ready in math and science

60%

59%

39%

35%

39%

22%

39%

38%

24%

students of color

students of color

students of color

all students

all students

all students

lower-income students

lower-income students

lower-income students

57% of 4th graders are

highly interestedin science

30% of 8th graders participate in

extracurricularscience

activities

10% of high school graduates want tomajor ina STEM fieldin college

Highly interested in science (4th)

Out-of-school science activities (8th)

Interested in studying STEM in college

57%

30%

10%

59%

34%

13%

58%

30%

13%

students of color

students of color

students of color

all students

all students

all students

lower-income students

lower-income students

lower-income students

54,000 students graduating from Minnesota high schools

Source: Minnesota Department of Education

17,000 are college-ready in math and science

Source: ACT, Inc.

17,000

20,000are college-ready in math and science

Source: ACT, Inc.

INSPIRING ACTION

Policymaker Briefing

INSPIRING ACTION

E-mailallison.liuzzi@wilder.org

Connect on Twitter@MNCompass @AllisonLiuzzi

QUESTIONS?

Allison LiuzziMinnesota Compass, Wilder Research