nly 12 percent of all American students and 6 percent of
minority students graduate from high school with the four-year
sequence of math and science courses to be eligible for science
or math based majors in college. Without such course preparation
these students cannot succeed in college or compete for
entry-level jobs in an economy fueled by technology. Many of
these students become discouraged before entering the seventh
and eighth grades and opt out of math and science courses at the
Almost all of the Fortune 1000 (Science, Engineering, Technology
and Math) STEM executives are concerned that the U.S. is in
danger of losing our global leadership position in science and
technology due to a shortage of STEM talent, with more than half
reporting their companies are already experiencing such a
shortage. Diversifying the STEM talent pool is an
essential solution to this problem, Fortune executives say.
Almost nine-in-10 agree that bringing more women and minorities
into STEM fields will help solve this issue.
merican prosperity is driven by the nationís science,
engineering and technology enterprise. However, across the
nation the percent of many statesís spending on science and
technology does not meet the expectations for sustained economic
growth. If the situation is to improve America will need to
increase investment in science and technology and to reinforce
technical literacy and competency of groups that make up the
bulk of our emerging workforce. Demographics and the aging
workforce indicate that groups historically underrepresented in
science and engineering professions represent an untapped near
term pool and a tremendous underutilized national resource in
the long term. Our principals have a combined record of 58 years
of comprehensive growth oriented achievement in post-secondary
academic program design, administration, and evaluation. Our
field of specialization is to develop strategies to increase the
number of underrepresented students majoring in science and
engineering programs beginning with middle school education
through graduate level program interventions and evaluation.
The signposts of our record in education include:
Development and operation of secondary & college level
engineering and science programs for underrepresented ethnic
Evaluation of statewide, regional, and national mathematics,
engineering and science education programs, and
Facilitation of local industry/school system collaborations
designed to provide teacher training, expanded corporate
support, diversity, and academic achievement.
DEBLARís broad experiential base in education planning and
evaluation can assist regional education consortia,
school districts, and colleges promote access and diversity in
science and engineering education and workforce training.
ďThere is growing consensus among the nationís business,
government and higher education leaders that unless schools do
more to train and nurture a whole new generation of young
Americans with strong skills in math, science and technology,
U.S. leadership in the world economy is at risk.Ē Ruth A.
Wooden, President, Public Agenda, January 2008
Our children continue to fall behind in the essential subjects
of math and science, putting our national security and
competitiveness in the global economy at risk.
Here are just a few examples among many.
U.S. students recently finished 15th in reading, 25th in
math, and 17th in science in the ranking of 31 countries by
the Organization for Economic Cooperation and Development.
Only 29 percent of American fourth grade students, a third
of eighth grade students, and barely 18 percent of 12th
grade students perform at or above the proficient level in
The 2007 National Assessment of Educational Progress shows
that only 32% of all eighth-graders were proficient in math
while a mere 29% were proficient in reading.