STEM Ready Workforce

Numerous business articles and reports share concerns that the US is falling behind in building a strong global workforce. For example, reports that the US will need to fill 3.5 million STEM jobs by 2025, with more than two million going unfilled due to a lack of highly skilled candidates, have some calling it a crisis.

Science, technology, engineering, and mathematics workers play a critical role in the sustained growth and stability of the US economy. STEM education creates critical thinkers, increases science literacy, and enables the next generation of innovators - all vital components of the products and processes that sustain the US economy and contribute to its ability to be a global force.

Innovation and science literacy depends on a solid knowledge base in the STEM areas and most future jobs will require a basic understanding of math and science. But, recent reports show that US students lag behind other developing countries' mathematics and science scores. So what can we do to create a strong STEM workforce? 

• The United States lags behind other countries in developing a competitive workforce.

• STEM (Science, Technology, Engineering, and Mathematics) workers are crucial for the growth and competitiveness of the US economy.

• STEM education fosters critical thinking, enhances science literacy, and prepares future innovators.

• The US Bureau of Labor Statistics projects an 11% growth in STEM occupations by 2031.

• However, a National Academies of Sciences, Engineering, and Medicine report forecasts a shortage of 3.4 million skilled technical workers by 2022, with projections of a more significant shortage by 2025.

• A survey by the Walton Family Foundation found that 62% of middle and high school students are open to careers in biotechnology, artificial intelligence, financial technology, internet networks, or semiconductors.

• 95% of teachers agree on the necessity of preparing students for future careers, including STEM.

• Only 20% of high school graduates are prepared for STEM majors, with less than half of US high schools offering computer science classes.

• There is a need for a more inclusive and equitable approach to STEM education, particularly for historically underserved students, rural areas, and economically disadvantaged backgrounds.

• Research by the American Institutes for Research (AIR) indicates that taking advanced math and science courses in high school is a strong predictor of post-secondary STEM success, but there is a participation disparity between Hispanic and white students.

• Efforts to improve STEM education must address gaps and disparities, focusing on universal access to high-quality content, deployment of digital tools, and increased availability of STEM opportunities in high schools.