The document discusses the importance of STEM (science, technology, engineering, and mathematics) education and professional development for STEM teachers. It states that STEM and innovation are critical to economic growth, global competitiveness, and national security. However, many US students are unprepared for STEM careers due to poor math and science education. In Maryland specifically, only one-third of high school graduates complete necessary coursework to enroll in college STEM programs. The document calls for collective efforts from educators, government, and businesses to better prepare students for STEM careers through improved STEM education.

1. Why STEM? Why now? Professional development for STEM secondary teachers September 25, 2010

2. Why is STEM important? Science, technology, engineering, and mathematics—and the innovation they support—are critical to our country’s economic growth, global competitiveness, and national security. Leadership in these fields is essential to us as individuals and as a nation. It will take the collective effort of all to ensure that the U.S. is able to attract, educate, and retain a STEM workforce prepared for the challenges of the knowledge-based economy.

3. Science, technology, engineering, and mathematics—and the innovation they support—are critical to our country’s economic growth, global competitiveness, and national security. Leadership in these fields is essential to us as individuals and as a nation. It will take the collective effort of all stakeholders—educational institutions, government, and business—to ensure that the U.S. is able to attract, educate, and retain a STEM workforce prepared for the challenges of the knowledge-based economy.

4. Why now? The high demand in Maryland is fueled by a strong federal technical and research presence in the state and a large cadre of private STEM contractors who support federal projects and policy initiatives. The arrival of thousands of new high-tech jobs under BRAC, the Base Realignment and Closure process, while solidifying Maryland as a STEM-centric workplace, will further exacerbate Maryland’s deficit of STEM workers.

5. How do we compare to other states?

6. State data Approximately one-third of Maryland high school graduates in 2008 completed the minimal math and science coursework that will allow them to enroll in college level STEM courses. The Maryland Business Roundtable for Education is leading a statewide effort—Maryland Scholars—to raise the percentage to two-thirds by 2011.

7. What are the challenges? Maryland students are being shut out of futures that hold the promise of economic stability and intellectual satisfaction because of poor preparation for life beyond secondary school. Of those entering high school, about one quarter will fail to graduate. According to the 2009 Student Outcome and Achievement Report Of those Maryland students who graduated from a college-prep program in 2006 and entered a Maryland public college, over 30% required college remediation; The rate jumped to near 50% for all other graduates.

8. It’s not just kids going to college. Since research has shown that middle- and high-skill jobs now require the same knowledge and skill sets as those required for entrance into a postsecondary college education, the STEM Task Force is committed to ensuring that all Maryland high school students—those enrolling in two- and four-year institutions, as well as those students entering industry/occupational certification programs, apprenticeships, the armed forces, and middle-skill jobs—graduate prepared with these skill sets.