Kno gap

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  • My premise is, we need to transition from “left behind”, to moving ahead in our visioning of the potential for science education. Our currents state of the matter is: Educators have accepted it Parents have tolerated it Students have believed it The “it” is the achievement gap in science achievement
  • "The rest of the world is catching up," said John E. Jankowski, a senior analyst at the National Science Foundation, the federal agency that tracks science trends. "Science excellence is no longer the domain of just the U.S." One area of international competition involves patents. Americans still win large numbers of them, but the percentage is falling as foreigners, especially Asians, have become more active and in some fields have seized the innovation lead. The United States' share of its own industrial patents has fallen steadily over the decades and now stands at 52 percent. Shirley Ann Jackson, president of the American Association for the Advancement of Science, told the recent forum audience that the declining interest of young Americans in science careers and the aging of the technical work force, taken together, present a perilous combination of developments. "Who," she asked, "will do the science of this millennium?"
  • Cobb and Georgia Statistics H1B visa situation
  • America cannot expect to compete on the world stage if we continue to move under prepared and under-trained persons into our workforce. Minority students represent a rich un-tapped reservoir technical talent. Parental involvement is important, but the pipeline can only be increased when parents, school systems, and the business community work in partnership to improve science education delivery.
  • Kno gap

    1. 1. KnoGap © “ Building a science an engineering workforce with more of American’s youth participating” Lawrence King, DEBLAR & Associates
    2. 2. “ An education system that institutionalizes achievement gaps in learning and applying science cripples our ability to compete on the world economy” Lawrence King, DEBLAR & Associates
    3. 3. Goal: KnoGap <ul><li>Recruit, develop and grow technology talent in Georgia </li></ul><ul><li>Improve science teacher development and training statewide </li></ul>Lawrence King, DEBLAR & Associates
    4. 4. Evidence... <ul><li>60% of nations growth over 50yrs attributable to technology </li></ul><ul><li>The persons who are in the science and engineering pipeline are insufficiently diverse in gender, culture, or ethnicity </li></ul><ul><li>Our nations students rank 17 th in science and math skills and comprehension (US Dept. Educ. 2007) </li></ul><ul><li>There is general low expectations for the achievement of underrepresented minority student in math and science </li></ul>Lawrence King, DEBLAR & Associates
    5. 5. Evidence... <ul><li>Basic skills are essential for advancing in math and science, but the black-white achievement gap has expanded in every computation skill area. </li></ul><ul><li>Georgia’s leadership in high tech job growth is shrinking with a gap of 19,000 projected for 2007 </li></ul><ul><li>Providing more foreign students access to our higher education benefits have not filled the gap </li></ul><ul><li>Less than5% of minority students earning HS diploma qualify for entry into for college level engineering study </li></ul>Lawrence King, DEBLAR & Associates
    6. 6. Examples of our Success in Science Education <ul><li>Directed the statewide mathematics and science initiative for Massachusetts Secondary Schools </li></ul><ul><li>Expert Review Panelist for Department of Energy and NSF math and science initiatives </li></ul><ul><li>Planned National Technical Conferences & produced nationally distributed video, Blacks in Energy and the Sciences </li></ul><ul><li>Designed and implemented a college support program to promote equity in technical education for Houston Schools </li></ul><ul><li>Responsible for the start-up and operation of the PH.D. Engineering and Science Programs at the University of Notre Dame , GEM Program </li></ul><ul><li>Increase the number of underrepresented minority students who enter University of Akron , major in science or engineering, and graduate, MMST Program </li></ul><ul><li>Established guidelines and monitoring procedures for the evaluation of minority student programs led at NASA Glenn Research Center </li></ul>Lawrence King, DEBLAR & Associates
    7. 7. Barriers to Success in Engineering & Science Programs <ul><li>Insufficient preparation in math and sciences </li></ul><ul><li>Inadequate student motivation </li></ul><ul><li>Lack of financial resources </li></ul><ul><li>Absence of self confidence and family support </li></ul><ul><li>Poor time management </li></ul><ul><li>Institutional barriers including lack of prepared educators </li></ul>Lawrence King, DEBLAR & Associates
    8. 8. Vision of Future Technologists <ul><li>Larger numbers of students need to receive quality science and math education that is both challenging and comprehensive </li></ul>Lawrence King, DEBLAR & Associates
    9. 9. Barriers to Success in Engineering & Science Programs <ul><li>Insufficient preparation in math and sciences </li></ul><ul><li>Inadequate student motivation </li></ul><ul><li>Lack of financial resources </li></ul><ul><li>Absence of self confidence and family support </li></ul><ul><li>Poor time management </li></ul><ul><li>Institutional barriers including lack of prepared educators </li></ul>Lawrence King, DEBLAR & Associates
    10. 10. The DEBLAR Ingredient <ul><li>With our help, K-12 schools can reformulate access for students and success for educators in science careers </li></ul><ul><li>We can assist in the creation, management, and evaluation of secondary science education to improve opportunity and find funding to support programs </li></ul>Lawrence King, DEBLAR & Associates
    11. 11. What can you Do? Give us a call to discuss your needs and interests at 770.319-8189 P.O. Box 723214 Atlanta, Georgia 31139 www.deblarassoc.com

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