Why does the OSLN matter?
An October 2007 National Science Board publication observes:
The United States possesses the most innovative, technologically capable economy in the world, and yet its science, technology, engineering and mathematics (STEM) education system is failing to ensure that all American students receive the skills and knowledge required for success in the 21st century workforce.
Unfortunately, national STEM statistics reinforce the National Science Board’s observation. Consider the following:
- Roughly half of U.S. students who enter engineering as a freshman fail to graduate with an engineering degree
- In China, 50 percent of all undergraduates receive degrees in natural science or engineering; in the U.S., the number is 15 percent
- A 2006 international comparison by the Organization of Economic Co-Operation and Development showed the U.S. ranked 21st among the 30 industrialized nations in high school science achievement and 25th in mathematics
- In the 2003 TIMMS test, the U.S. was outperformed by 7 of the 13 other countries in mathematics and 5 of the 13 other countries in science
- Almost 40 percent of all high school biology classes are taught by teachers who lack a major or minor in their field. In the physical sciences, it is more than 50 percent and in math about 30 percent.
Despite growth in STEM jobs from 1980-2000, degree production by U.S. students in these fields failed to keep pace. In fact, STEM degree productivity in American universities has been buoyed by foreign students pursuing these fields, and there are indications that fewer such students will be available over time to fill that gap, especially as other nations become more competitive in STEM-driven industries and research.
In the U.S., future demand for a STEM-literate workforce will only increase. The Bureau of Labor Statistics estimates that science and technology jobs will increase by 26 percent, compared to 15 percent for all occupations, from 2002 to 2012. Computer science and mathematics alone are projected to increase by 39 percent. Given our current rate of production, there is a real concern that we will not be able to fill these positions with highly-trained professionals, thus limiting innovation and continued economic growth.
With the OSLN and other targeted STEM-education initiatives, Ohio has set out to buck these national trends by making STEM accessible and meaningful for all of its citizens. Our grand challenge is to create innovative and influential schools and K-8 Programs of Excellence that promote world-class STEM teaching and learning.
Simultaneously, we must change the culture and deepen public support for making STEM education a top priority for the state and all its unique regions. This focus will enable Ohio to strengthen its educational system and grow talent ready to compete in the 21st century global economy.
The Ohio STEM Learning Network is an initiative that connects and unites the STEM education assets in the state and provides a forum to share the work. Its overarching goal is to provide a STEM innovation and knowledge network engaging all of Ohio’s formal and informal educational assets, from preschool learning through college, to continuously improve STEM curriculum, instruction, assessment, teacher quality, leadership and community engagement.
Put simply, the OSLN exists to identify, improve and drive STEM-education initiatives in Ohio, enabling the regions of the state to build a network to share their stories and best practices for the betterment of the entire educational system.
