NH STEM Talent Pipeline Analyis

Report
STEM in New Hampshire
NH STEM Talent Pipeline
Analysis
June 2014
NH STEM Pipeline Study Goals
Designed to inform and align statewide STEM efforts and facilitate
collective action to better meet STEM needs and advance STEM outcomes
in New Hampshire
This study will:
→ Map major STEM achievement and assets (initiatives, programs, etc.) across
the state along the K12-postsecondary-workforce continuum
→ Identify strengths and gaps in STEM talent and alignment to workforce
needs in critical STEM industries in the state
→ Develop recommendations and a draft framework for action for New
Hampshire to inform collaborative state-wide strategic action to advance the
state’s STEM talent pipeline
See slides 24-27 for details of STEM Talent Pipeline Analysis and background data
2
Highest Impact Recommendations
1
2
Formalize a statewide STEM Leadership Coalition and create a focused action plan, with
agreed-upon goals, progress monitoring, and accountability
Increase expectations and accountability through Common Core State Standards
(CCSS), Next Generation Science Standards (NGSS) and high school graduation
requirements
3
Strengthen math and science teacher preparation programs, accountability and public
reporting, and streamline alternative licensure process
4
Increase the number of STEM industry pathways with a purpose that provide seamless
course work and advising from high school through two and four year STEM degrees
5
6
7
Redesign developmental and gateway math courses to increase outcomes and align
with specific STEM credentials/degrees and industry needs (both technical and soft
skill)
Increase industry partnerships with K12 and postsecondary education to expose
students to career opportunities and strengthen the connection between learning and
application of knowledge in the real world
Work to change the value proposition and culture of STEM in NH
3
See slides 10-23 for more detail on recommendations
NH STEM Pipeline: What We’ve Learned
 Even in your high performing state, the STEM Pipeline narrows early and
relentlessly
 There is a great deal of STEM activity outside the classroom, but it is
difficult to judge the true impact on student achievement and interest
 Greatest opportunities for increasing STEM talent are impacting three
key points in the pipeline:
→ Science in grades K-8
→ Math in grades 8-13 (first year postsecondary)
→ Increased number of candidates in programs fully aligned to employer
needs in computer systems (networking, programming, software
development) and engineering (electrical, mechanical, industrial)
 It will require leadership focus and alignment, policy change, program
redesign and accountability
4
For detailed information on pipeline gaps, please see slides 35 & 36. For detailed information on STEM programs, see Asset Database & Heat Map
NH STEM Pipeline: Narrows through Outcomes & Attrition
5
NH STEM Pipeline Detail:
Math & Science Teacher Availability & Effectiveness
 NH is producing roughly half of the math and science teachers needed
for current openings
→ New licensure changes have a focus on content depth; but alternative
licensure processes may need additional streamlining to help increase
numbers
 NH teacher preparation programs are not ranked highly by national
sources
→ The public university system carries the greatest share of the teacher
→
preparation burden
Depth of educator math and science content knowledge is critical; with
increased licensure requirements, teacher prep programs must up their game
 Practicing math and science teachers need more effective support
→ Teacher effectiveness and evaluation model will help differentiate needs of
→
→
practicing teachers
Focus and increase effective teacher professional development
Differentiate recruitment, retention and compensation strategies where
needed
6
Source: NHDOE, NCTQ Teacher Prep Review 2013: http://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Report,,
Teacher prep programs not producing sufficient number
of candidates in high need disciplines.
12-13 Vacancies, Teacher Prep Candidates, Candidates Employed
70
60
Overall Vacancies for
2012-13
50
Teacher Prep
Candidates
40
Number Employed
30
20
10
0
Mathematics (5- Mathematics (78)
12)
Chemistry (712)
Earth/Space
Sci (7-12)
Life Sciences
(7-12)
Mid. School Sci
(5-9)
Physics (7-12)
Phys Science
(7-12)
7
Source: 2013 Teacher Program Completers Report, 2013, NHDOE Division of Program Support, Bureau of Credentialing
NH Pipeline: Contextual Challenges
 In a local control environment, there is a lack of authority to mandate or focus schools
and institutions on practices that strengthen the STEM talent pipeline
 Various institutions have created plans or invested resources in STEM efforts – such as the
postsecondary system’s commitment to doubling the number of STEM graduates, but
there is little or no accountability for strong implementation or reaching outcomes
 There is little or no evidence of coordination among programs, across the pipeline within
regions or statewide
 Many postsecondary programs are not accountable for assuring full and tight alignment
of skills and outcomes with industry demand, boosting student persistence or specific
program completer numbers, so industries – and specific companies – have stepped up to
create programs to prepare the talent they need
8
Highest Impact
Recommendations
Details
9
1
Formalize a statewide STEM Leadership Coalition and create a
focused action plan, with agreed-upon goals, progress
monitoring, and accountability
Recommendation Details



Build upon multi-sector leadership interest, significant business commitment.
Coalition would advocate and coordinate a focused action plan, including
Recommendations 2 – 7.
Incorporate existing higher education goal to double the number of STEM graduates, as
well as goals for other portions of the system (commitment to goals with a structure to
track outcomes will make the work attractive to funders such as Lumina).
Team to Advance the Work
 The NH Coalition on Business and Education and the Governor’s Advanced
Manufacturing Education Advisory Council are well positioned to advance this
recommendation.
Additional Considerations and Context
 Monitoring and tracking of CCSNH and UNSH progress towards shared STEM
goals has not been well defined or implemented.
10
2
Increase expectations and accountability through Common Core
State Standards (CCSS), Next Generation Science Standards
(NGSS) and high school graduation requirements
Recommendation Details
 K12 performance exceeds expectations given the current graduation
requirements; but these requirements seriously lag other states.
 Strongly encourage full implementation of the Common Core and Next
Generation Science Standards (NGSS).
 Common Core requires real world learning and inquiry-based instruction, tailor-
made to develop STEM students
 NGSS includes engineering, process and content standards, and technology and
active lab experience,
 Both encourage real world problem solving in the classroom, such as happens at
FIRST Robotics
 Determine what specific math preparation (Algebra II, Trigonometry, Calculus,
Statistics, etc.) students need for graduation and to successfully earn
postsecondary STEM credentials and increase graduation requirements.
 Encourage school districts to accomplish this preparation through competencybased means that prepare students to meet and exceed expectations and move
seamlessly through early college credit experiences.
11
2
Increase expectations and accountability through Common Core
State Standards (CCSS), Next Generation Science Standards (NGSS)
and high school graduation requirements
Team to Advance the Work
 Governor Hassan’s new STEM Task Force is well positioned to advance this
recommendation.
Additional Considerations and Context
 NH sets the bar for passing its 8th grade science test very high but it only holds
schools accountable for meeting student performance targets in reading and
math tests. Currently, science requirements do not include lab-based experience.
12
3
Strengthen math and science teacher preparation programs,
accountability and public reporting, and streamline alternative
licensure process
Recommendation Details
 NH teacher prep pipeline does not produce sufficient numbers of prepared
completers to fill the needed vacancies. The public higher education system has
the primary responsibility for producing teachers for NH and must change to
better prepare candidates to meet new licensure requirements.
 Consider implementing highly effective program models such as UTeach in the
program refinement process.
 Clearly identify the depth of math knowledge needed by teacher candidates for
the subjects they will be teaching.
 Build upon the teacher licensure and evaluation/effectiveness work already in
place by streamlining alternative licensure to accommodate individuals with
deep content knowledge.
 Focus investments on filling gaps math and science teacher professional
development, but only on programs with demonstrated success.
13
3
Strengthen math and science teacher preparation programs,
accountability and public reporting, and streamline alternative
licensure process
Team to Advance the Work
 The Commissioner of the Department of Education and Chancellors are best
positioned to advance this recommendation.
Additional Considerations and Context
 Recent teacher licensure changes have raised the bar, but it will take time for
teacher prep to ramp up.
 Differentiated salaries, recruitment, support or retention strategies for math and
science teachers are not in place and could be helpful.
14
4
Increase the number of STEM industry pathways with a purpose
that provide seamless course work and advising from high school
through two- and four-year STEM degrees
Recommendation Details
 Continue and expand establishment of STEM-focused Career & Technical Education
programs that earn significant early college credit and have partnerships with 2 and
4 year institutions.
 Establish early-college high school models in concert with community colleges across
the state.
Team to Advance the Work
 This recommendation will be referred to the Governor's STEM Education Task Force
and the Advanced Manufacturing Education Advisory Council for their
consideration. It also will be advanced by a partnership between the Lumina
Foundation, the Charitable Foundation, employers, educators, and government
partners.
15
Increase the number of STEM industry pathways with a purpose
that provide seamless course work and advising from high school
through two- and four-year STEM degrees
4




Additional Considerations and Context
Develop default degree maps and intrusive advising for high need programs.
CTE office is forging pathways and partnerships for K12 students, particularly in
manufacturing, but struggles to get significant traction because of funding,
constraints, lack of awareness and support from school counselors and challenges
coordinating with postsecondary institutions.
Pilot collaborations and dual credit programs with K12 are growing but are not
widespread. CTE collaborations for college credit are stronger with CCSNH than with
USNH.
Institute statewide transfer and articulation of degree mapped programs. Transfer
articulation and collaboration agreements between PS institutions have been slow to
materialize and NHTransfer.org is not up to date. CCSNH and USNH are beginning to
collaborate on articulation agreements and true 2+2 programs.
16
5
Redesign developmental and gateway math courses to increase
outcomes and align with specific STEM credentials/degrees and
industry needs (both technical and soft skill)
Recommendation Details
 Identify the right math for the program or job path, including the appropriate
developmental math and first-year math for STEM majors.
 Identify and scale the best practices in developmental and first-year math
delivery, with specific consideration of co-curricular models and increased
support in gateway courses.
 Incorporate communication and other skills that employers value within STEM
programs.
 Include a specific focus in computer science and engineering programs (electrical,
mechanical, industrial) to meet employer demand.
Team to Advance the Work
 The University System and Community College System Chancellors are well
positioned to advance this recommendation.
17
5
Redesign developmental and gateway math courses to increase
outcomes and align with specific STEM credentials/degrees and
industry needs (both technical and soft skill)
Additional Considerations and Context
 Lack of mandate to take a system-wide approach to applying best practices in
developmental math and other STEM initiatives.
 Expand practice of surveying employers to identify gaps in offerings
 While there has been recent investment in manufacturing-related degrees and
partnerships to meet employer demand, there is a shortage of candidates to fill indemand STEM occupations, including software developers, engineers, computer
systems managers and analysis, dentists and dental hygienists.
18
6
Increase industry partnerships with K12 and postsecondary
education to expose students to career opportunities and
strengthen the connection between learning and application of
knowledge in the real world
Recommendation Details
 Encourage school/employer partnerships featuring applied lessons that showcase
use of STEM in careers (building on partnerships like the NH Scholars and Junior
Achievement programs).
 Challenge employers to provide research and internship opportunities for students
to experience STEM industries and projects.
 Provide opportunities for teachers to experience STEM work environments and
projects to increase their own knowledge of the opportunities STEM students have.
Team to Advance the Work
 The NH Coalition for Business and Education, the Governor’s Advanced
Manufacturing Education Advisory Council, and the state’s EPSCoR Committee
along with other business partners are likely partners for this work.
19
6
Increase industry partnerships with K12 and postsecondary
education to expose students to career opportunities and
strengthen the connection between learning and application of
knowledge in the real world
Additional Considerations and Context









Employer partnerships with K12 and postsecondary are spotty throughout the state.
Internships have increased but more are needed for STEM-interested students.
Formalize and increase STEM internship experiences, including those linked with postsecondary learning
and long-term employment.
Identify the top 2-3 workforce training programs for meeting current and future workforce needs and
replicate or scale regionally.
Evaluate the employer-driven training programs to consider credit earning opportunities with community
colleges.
Consider formally aligning the successful state workforce training and placement system with STEM
occupations to the extent possible.
Sampling of in- and out-of-school K12 programs reveals potential programming gaps in Lakes, Southwest
and Nashua regions. Across the state, science programs are the most represented, and math is the most
underrepresented.
Workforce agency average job placement salaries are low. Agency may not be placing clients in jobs in
STEM industries or with future potential for growth.
Employer and private programs are seeing a need for training for middle skill jobs at the certificate level.
Some employer sponsored programs are now joining forces with community colleges for joint credit.
20
7
Work to change the value proposition and culture of STEM in NH
Recommendation Details
 Publicly illustrate the value of STEM learning and its ties to industry/careers
and the economy, through efforts such as a branding and public information
campaigns.
 Showcase and celebrate STEM learning experiences and accomplishments
at the local and state levels , and seek national visibility during the NH
primary.
 Beginning in elementary grades, link STEM career opportunities directly to
pathways and postsecondary majors, to encourage students and parents to
choose the schools, courses and pathways early.
Team to Advance the Work
 This recommendation will need to be advanced collectively by employers,
educators, government, foundations, and media and community partners.
21
7
Work to change the value proposition and culture of STEM in NH
Additional Considerations and Context





Focused and sustained outreach to school counselors and parent community about the value of
STEM careers and the pathways for getting there.
Align and scale in- and out-of-school programs with academic standards and scale those that are
most effective.
Conduct STEM Interest Survey at multiple grade levels.
Lack of centralized marketing of and recruiting for STEM pathways at CCSNH, beyond
manufacturing.
Participate in state and regional STEM network activity to align STEM pipeline
 Follow ampednh.org’s lead and streamline the delivery of information to potential STEM
candidates.
 Encourage and support increased early college credit experiences (dual enrollment, AP, IB).
22
Details of the STEM Talent
Pipeline Analysis
Synthesis of Multiple Sources
•
Includes formal
interviews and
input during
meetings and
follow-up
conversations
Input from
stakeholders
from each
pipeline
segment
Review of
pipeline
outcomes
data
Mapping
and analysis
of STEM
programs
statewide
NH STEM Pipeline Analysis
•
Includes
benchmarking of
progress nationally
and states,
particularly regional
neighbors
•
Includes website and
phone research on
students and regions
served and outcomes.
Extremely limited
information was
shared by programs,
and no efficacy data
on third-party
programs.
24
Interviews
Consulted with
Organization and Title
Pipeline Focus
Virginia Barry
NH DOE, Commissioner
K12
Heather Gage
NH DOE, Chief of Staff
K12
Lisa Danley
Career Bureau, CTE, Director
K12
Mary Laturnau
Career Bureau, CTE, IT and Manufacturing Partnership Director;
Advanced Manufacturing Council
K12; Workforce
Kristyn Van Ostern
CCSNH, Director of Strategic Initiatives and Programs
Postsecondary
PT Vasudevan
UNH, Int. Sr. Vice Provost for Academic Affairs
Postsecondary
Jim Roche and David Juvet
Business and Industry Association
Workforce
Bob Baines
Steam Ahead NH, Director
K12
Bruce DeMay and Katrina
Evans
ELMI
Postsecondary;
Workforce
Michael Power
Office of Workforce Opportunity
Workforce
Ruth Marie Swisher
BAE Systems, Human Resources
Workforce
Steve Reno, Kate Luczko
Stay Work Play
Workforce
Joe Morone
Albany International, CEO
Workforce
Jim Miller
Hypertherm, VP
Workforce
Vic Kissell
Tidland Corporation
Workforce; K12
25
Consultation with Core Team and Meeting Participants
Name
Errik Anderson
Fred Bramante, Jr.
Judy Burrows
Barbara Couch
Molly Connors
Ross Gittell
Gary Groleau
Title
CEO
President
Director of Student Aid
Vice President
Policy Advisor
Chancellor
Manager
Adimab, LLC
National Center for Competency-Based Learning
NHCF
Hypertherm, Inc.
Governor’s Office
NH Community College System
NH Ball Bearings
Maggie Hassan
Jeremy Hitchcock
Molly Kelly
Fred Kocher
Governor
CEO/Chairman
Senator
President
Governor's Office
Dyn
NH State Senate
Kocher & Company, Inc.
Todd Leach
John Lynch
Katie Merrow
John Morison
Dick Ober
Matt Pierson
Tom Raffio
Jim Roche
Jeffrey Rose
Pam Walsh
Val Zanchuk
Chancellor
Governor (former)
VP of Program
Chairman
President & CEO
University System of NH
CEO
Executive Director
Commissioner
Chief of Staff
President
Company
NHCF
Hitchiner Manufacturing
NHCF
NH High Tech Council
Northeast Delta Dental
Business & Industry Association
NH Department of Resources & Economic Development
Governor's Office
The Zanchuk Group, LLC
26
Data Sources
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NH Business And Technology Plan, EPSCOR (October 2011)
STEM in New Hampshire: A Labor Demand-Supply Analysis, ELMI (April 2013)
STRATEGIC ECONOMIC PLAN FOR NEW HAMPSHIRE, BIA of NH (November 2013)
U.S Department of Education (CTE, NCES, IPEDS, NAEP)
Partnership for Attainment: Regional Indicators, Brookings Institute (December 2013)
New Hampshire Demographic Trends in the Twenty-First Century, Kenneth Johnson (2012)
Policy Snapshot: Assessing and Increasing College Readiness in New England, NHBHE (September 2012)
New Hampshire Higher Education Dashboard, NGA
AP® Report to the Nation, College Board (February 2012)
Workforce Opportunity Council Annual Report
STEM, Anthony Carnevale (2011)
New Hampshire Employment Projections by Industry and Occupation, ELMI
STEM Occupation Charts & Completer Data, ELMI
NH Bankers Association NH Business Community Sentiment Survey, The Survey Center University of New Hampshire (2012)
New Hampshire Fact Sheet, ACTE
Milken Institute State Science and Technology Index
Graduation in the United States, Education Week (2012)
RI NECAP Data
VT NECAP Data
College Readiness Benchmark Attainment by State, ACT
GPS in STEM Careers: STEM Landscape Research Outline, CCA (draft January 2014)
NH Vital Signs, Change the Equation (September 2012)
Teacher Prep Review, NCTQ (June 2013)
Regional Planning Commissions Map, NH Office of Energy and Planning (January 2013)
U.S. Census Bureau
Individual websites for programs, initiatives, and institutions: please see Asset Map database for specific references
27
How New Hampshire
Stacks Up
28
K-12 Outcomes: How NH Stacks Up
Grade
NH Data
RI
VT National
Data Data
Data
K12 Science Outcomes
4
51%
41% 48% N/A
Percentage of students scoring proficient or proficient with
distinction on Science NECAP
8
31%
30% 33% N/A
11
30%
34% 32% N/A
1.8
N/A
N/A
2.3
N/A
7%
N/A
N/A
10%
8
68%
74% 64% N/A
Percentage of students scoring proficient or proficient with
distinction on Math NECAP
11
37%
34% 38% N/A
High school graduates participating in math AP exams
N/A
8%
N/A
Hours per week spent on science in grades 1-4, 2008 (down
from 2.9 in 2004)
1-4
High school graduates participating in science AP exams
K12 Math Outcomes
N/A
11%
Red font = challenge area (metric is below national average or region average)
Black font = on point or strong (metric is at or above national average or region average)
Sources: New Hampshire Department of Education, “State Profile,” accessed October 27, 2013, http://my.doe.nh.gov/profiles/profile.aspx?oid=&s=&d=&year=&tab=testresults. Rhode Island Department of Education, “NECAP Released Items,”
accessed October 29, 2013, http://www.ride.ri.gov/InstructionAssessment/Assessment/NECAPAssessment/NECAPReleasedItems.aspx. Vermont's Education Data Warehouse for the Public, “Report by Grade”, accessed October 27, 2013,
http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx?/Public/Assessment. NHDOE Division of Program Support, Bureau of Credentialing. Change the Equation, Vital Signs New Hampshire (2014), accessed January 16, 2014,
http://vitalsigns.changetheequation.org/tcpdf/vitalsigns/newsletter.php?statename=New Hampshire. National Assessment of Educational Progress, “State Profiles,” accessed October 29, 2013, http://nces.ed.gov/nationsreportcard/states/.
*Note: MA is not included in comparison data because it does not use the NECAP assessment
K-12 Outcomes: How NH Stacks Up
Grade
NH Data
RI
VT National
Data Data
Data
K12 Teacher Outcomes
Percentage of 8th graders whose teachers have an
undergraduate in math, NAEP math assessment, 2011
Percentage of 8th graders whose teachers have an
undergraduate in science, NAEP math assessment, 2011
Math and science teacher shortage (2012-13)**
8
34%
N/A
30%
8
61%
N/A N/A
184
vacancies
vs. 91
candidates N/A N/A
48%
7%
N/A
N/A
20%
N/A
N/A
28%
11%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
58%
N/A
N/A
70%
N/A
N/A
N/A
K12 CTE Outcomes
Secondary students concentrating in CTE programs (201011)
CTE-enrolled students completing CTE coursework and
requirements
CTE completers concentrating in a STEM field
Senior CTE concentrators enrolling in postsecondary after
high school
N/A
Red font = challenge area (metric is below national average or region average)
Black font = on point or strong (metric is at or above national average or region average)
Sources: New Hampshire Department of Education, “State Profile,” accessed October 27, 2013, http://my.doe.nh.gov/profiles/profile.aspx?oid=&s=&d=&year=&tab=testresults. Rhode Island Department of Education, “NECAP Released Items,” accessed October 29, 2013,
http://www.ride.ri.gov/InstructionAssessment/Assessment/NECAPAssessment/NECAPReleasedItems.aspx. Vermont's Education Data Warehouse for the Public, “Report by Grade”, accessed October 27, 2013, http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx?/Public/Assessment. NHDOE Division of Program Support, Bureau of
Credentialing. Change the Equation, Vital Signs New Hampshire (2014), accessed January 16, 2014, http://vitalsigns.changetheequation.org/tcpdf/vitalsigns/newsletter.php?statename=New Hampshire. National Assessment of Educational Progress, “State Profiles,” accessed October 29, 2013, http://nces.ed.gov/nationsreportcard/states/.
*Note: MA is not included in comparison data because it does not use the NECAP assessment
K-12 Other Outcomes: How NH Stacks Up
Grade
Percentages of students scoring proficient or proficient
with distinction, Math NECAP (up from 33% in 09-10)
Percentage of students scoring proficient or proficient
with distinction, Reading NECAP
Percentage of students scoring proficient or proficient
with distinction, Writing NECAP
On-time high school graduates (2009)
ACT-tested high school graduates meeting or exceeding
college readiness benchmarks, all four subjects (2011)
Rate of decline of public high school graduates from
2009-2010 to 2021-2022
NH Data
RI
VT National
Data Data
Data
11
37%
34% 38% N/A
11
77%
79% 74% N/A
11
N/A
41%
79%
50% 47% N/A
N/A N/A 73%
N/A
42%
N/A
14.7%
N/A N/A 25%
Slight
increas
N/A N/A e
Red font = challenge area (metric is below national average or region average)
Black font = on point or strong (metric is at or above national average or region average)
Sources:
New Hampshire Department of Education, “State Profile,” accessed October 27, 2013, http://my.doe.nh.gov/profiles/profile.aspx?oid=&s=&d=&year=&tab=testresults. Rhode Island Department of Education, “NECAP Released Items,” accessed
October 29, 2013, http://www.ride.ri.gov/InstructionAssessment/Assessment/NECAPAssessment/NECAPReleasedItems.aspx. Vermont's Education Data Warehouse for the Public, “Report by Grade”, accessed October 27, 2013,
http://edw.vermont.gov/REPORTSERVER/Pages/ReportViewer.aspx?/Public/Assessment. College Board, AP Report to the Nation, accessed October 27, 2013. ACT, College Readiness Benchmark Attainment by State, accessed October 27, 2013,
http://www.act.org/newsroom/data/2012/benchmarks.html. Perkins Collaborative Resource Network. NHDOE Career Development Bureau. Association for Career and Technical Education, New Hampshire Fact Sheet, accessed October 25, 2013.
Education Week, Graduation in the United States (2012), accessed October 27, 2013, http://www.edweek.org/media/ew/dc/2012/Graduation-in-the-US-table.pdf.
*Note: MA is not included in comparison data because it does not use the NECAP assessment **K-12 figure
Postsecondary Outcomes: How NH Stacks Up
NH Data
Percentage of high school graduates going directly to college
(2008)
Percentage of first-time college freshmen returning their
second year (2-Year Total/ 4r-Year Total, 2010)
Percentage of recent Bachelor’s degrees in science &
engineering (2009)
Percentage of graduate students in science, engineering,
health (2007)
Percentage of Age 25+ with Bachelor’s degree or higher
(2011)
Percentage of Age 25+ with Associate's degree or higher
(2011)
Percentage of Age 25+ with PhD (2010)
63.9%
56.9%/
79.9%
14%
(45th/50)
1%
(28th/50)
33%
(8th/50)
46%
(6th/50)
1.6%
(6th/50)
MA
Data
RI
VT
Data Data
National
Data
N/A
N/A
N/A
N/A
N/A
N/A
63.3%
54.3%/
77.1%
16%
15% 19%
N/A
3%
2%
N/A
39%
31% 35%
N/A
51%
43% 46%
N/A
2.4%
1.3% 1.8% N/A
1%
Red font = challenge area (metric is below national average or region average)
Black font = on point or strong (metric is at or above national average or region average)
Source: NCES, IPEDS Fall 2010 Enrollment Retention Rate File, accessed October 27, 2013. Economic and Labor Market Information Bureau & New Hampshire Employment Security, STEM in New Hampshire: A Labor Demand-Supply Analysis (2013).
NCHEMS, College-Going Rates of High School Graduates - Directly from High School, accessed October 29, 2013. Michael Brindley, “Remedial math courses costly for students, colleges,” Nashua Telegraph, May 16, 2011. Community College
Research Center, “Community College FAQs,” accessed October 27, 2013, http://ccrc.tc.columbia.edu/Community-College-FAQs.html. U.S. Department of Education, Postsecondary Awards in Science, Technology, Engineering, and Mathematics, by
State: 2001 and 2009 (2011), accessed October 29, 2013, http://nces.ed.gov/pubs2011/2011226.pdf. Milken Institute, “State Technology and Science Index,” accessed October 27, 2013, http://statetechandscience.org/statetech.taf?page=overallranking&composite=hcic&sub2=bachscieng. Brookings Institute, State of New Hampshire Partnership for Attainment: Regional Indicators (2013). Change the Equation, Vital Signs New Hampshire (2014), accessed January 16, 2014,
http://vitalsigns.changetheequation.org/tcpdf/vitalsigns/newsletter.php?statename=New Hampshire.
Postsecondary Outcomes: How NH Stacks Up
NH Data
Graduation rate for students who enter a 2-year degree
program (2009)
Completion rate for CCSNH developmental math students
Percentage of certificates and degrees awarded in STEM fields
(2011/2012). STEM fields include computer and information
sciences, engineering and engineering technologies, biological
and biomedical sciences, mathematics and statistics, physical
sciences, and science technologies
Percentage of graduates from state 4-year institutions
prepared to work in an occupation that demands a high level
of STEM knowledge (2012)
Percentage of graduates from community colleges prepared
to work in an occupation that demands a high level of STEM
knowledge (2012)
Average student debt
MA
Data
RI Data
VT Data
National
Data
26%
N/A
N/A
N/A
29%
10%
N/A
N/A
N/A
9.5%
13.5%
13.7%
15.5%
18.2%
N/A
44%
N/A
N/A
N/A
60%
23%
$32,698
(State rank:
2nd highest)
N/A
N/A
N/A
36%
$28,299
(13th)
$29,400
$28,460 $31,156
(12th)
(5th)
Red font = challenge area (metric is below national average or region average)
Black font = on point or strong (metric is at or above national average or region average)
Source: NCES, IPEDS Fall 2010 Enrollment Retention Rate File, accessed October 27, 2013. Economic and Labor Market Information Bureau & New Hampshire Employment Security, STEM in New Hampshire: A Labor Demand-Supply Analysis (2013).
NCHEMS, College-Going Rates of High School Graduates - Directly from High School, accessed October 29, 2013. Michael Brindley, “Remedial math courses costly for students, colleges,” Nashua Telegraph, May 16, 2011. Community College
Research Center, “Community College FAQs,” accessed October 27, 2013, http://ccrc.tc.columbia.edu/Community-College-FAQs.html. U.S. Department of Education, Postsecondary Awards in Science, Technology, Engineering, and Mathematics, by
State: 2001 and 2009 (2011), accessed October 29, 2013, http://nces.ed.gov/pubs2011/2011226.pdf. Milken Institute, “State Technology and Science Index,” accessed October 27, 2013, http://statetechandscience.org/statetech.taf?page=overallranking&composite=hcic&sub2=bachscieng. Brookings Institute, State of New Hampshire Partnership for Attainment: Regional Indicators (2013). Change the Equation, Vital Signs New Hampshire (2014), accessed January 16, 2014,
http://vitalsigns.changetheequation.org/tcpdf/vitalsigns/newsletter.php?statename=New Hampshire.
Workforce Outcomes: How NH Stacks Up
NH Data
Percentage of computer occupations workers that are H-1b
Percentage of 4-year college graduates who leave the state
Percentage of manufacturing employers reporting that the lack
of qualified employees is a very important problem for their
business
Percentage of information sector employers reporting that the
lack of qualified employees is a very important problem for
their business
Average salary of workers placed in occupations by Workforce
Agency
87%
50%
National
Data
68%
N/A
34%
N/A
27%
N/A
$16,000/year
N/A
Red font = challenge area (metric is below national average or region average)
Black font = on point or strong (metric is at or above national average or region average)
Sources: Brookings Institute, State of New Hampshire Partnership for Attainment: Regional Indicators (2013). NH Office of Workforce Opportunity. Andrew E. Smith, et al., New Hampshire Bankers Association NH Business Community Sentiment
Survey 2012 (Durham, NH: The Survey Center at the University of New Hampshire, 2012). Stay, Work, Play New Hampshire, “What SWP Is All About,” accessed February 20, 2014, http://stayworkplay.org/about-us/what-swp-all-about/.
Survey, 2012, stayworkplay.org
Gaps in the Workforce: Top STEM Job Gaps
(excluding Healthcare)
Occupational Title
NEW Supply/2011
NH Completers
Match
2010-2020
Projections
Demand/Annual
Openings
Difference:
NEW Supply
less Annual
Demand
Computer and Information Systems Managers
32
81
(49)
Computer Systems Analysts
23
105
(82)
Computer Programmers
11
52
(41)
Software Developers, Applications
20
173
(153)
Software Developers, Systems Software
19
72
(53)
Network and computer systems architects and
administrators
20
66
(46)
Electrical engineers
12
31
(19)
Industrial engineers
0
31
(31)
Mechanical engineers
34
55
(21)
35
Source: Economic and Labor Market Information Bureau & New Hampshire Employment Security, STEM in New Hampshire: A Labor Demand-Supply Analysis (2013)
Gaps in the Workforce: Top STEM Healthcare Job Gaps
Occupational Title
NEW
Supply/2011
NH
Completers
Match
2010-2020
Projections
Demand/Annual
Openings
Difference:
NEW
Supply less
Annual
Demand
Physical Therapists
Medical and Clinical
Laboratory Technicians
41
57
(16)
9
17
(8)
Dental Hygienists
Licensed Practical and
Licensed Vocational Nurses
28
55
(27)
106
123
(17)
36
Source: Economic and Labor Market Information Bureau & New Hampshire Employment Security, STEM in New Hampshire: A Labor Demand-Supply Analysis (2013)
Best Practices from
Other States
37
State Structures: Different Approaches Based on State Needs
Public/Private
Partnership
 Educate Texas – a
public-private
partnership housed at
the Community
Foundations of Texas
originally formed to
start and support
STEM and early college
high schools; worked in
concert with elected
officials to identify key
strategic plan elements
and pursue them
Independent 501c3
 Washington STEM – a
privately funded business
and education driven
non-profit organization;
developed strategy and
worked with elected
officials to codify
development of a STEM
strategic plan
 California STEM Learning
Network – a privately
funded non-profit
focused on bringing
regional networks
together to coordinate
and advocate for STEM
education in the state; it
issued it’s strategic plan
this year
Government-Led
Initiative
 Massachusetts and
Iowa – appointed
agency personnel to
work with multi-sector
representatives to
develop and
implement statewide
plan with significant
leadership from
statewide elected
leaders
Non-Profit/
Foundation Led
Initiative
 Ohio STEM Learning
Network – managed by
Battelle, is a network of
regional leaders with a
common voice on STEM
that provide both
advocacy and
implementation support
 Arizona STEM Network –
housed at the Science
Foundation AZ, the
Network has public and
private funding and
coordinates a 5-year plan
 North Carolina STEM
Learning Network works
in partnership with public
K12 and higher education
systems and Battelle
Memorial Institute and
others to coordinate a 38
statewide STEM strategy
Examples from Other States: Texas
Educate Texas Blueprint for STEM
Schools


The T-STEM initiative’s goal is to closely
align high school curriculum with
admission requirements of competitive
colleges and the STEM qualifications for
21st century jobs, and the T-STEM
academies act as demonstration sites
to inform math and science teaching
and learning statewide.
The Blueprint is a guide for building and
sustaining STEM schools and
incorporates seven benchmarks:
 Mission driven leadership;
 T-STEM culture;
 Student outreach, recruitment and




retention;
Teacher selection, development and
retention;
Curriculum, instruction and assessment;
Strategic alliances; and
Academy advancement and sustainability.
39
Source: http://www.edtx.org/uploads/general/pdf-downloads/misc-PDFs/EDTX_TSTEM_Academyblueprint.pdf
Examples from Other States: Washington
Washington STEM
Framework for Action


Washington STEM has developed
a STEM Framework for Action to
help align and guide efforts to
improve STEM education and
workforce outcomes throughout
Washington State.
The Framework will recognize
and identify indicators, strategies,
and policies which are important
for driving STEM education
forward as well as critical
milestone indicators in sectors
that desperately need attention
and represent areas which are
critical for success in promoting
STEM literacy and workforce
capacity.
40
Examples from Other States: Massachusetts
Massachusetts’ Plan for Excellence in
STEM Education
 The Plan was developed by the
Governor’s STEM Advisory Council, a
group of STEM advocates and leaders
from the private and public sectors;
legislators; and educators.
 The plan outlines the state’s key goals
and makes recommendations for
policy and best practice programs in
STEM education.
 The plan is still guiding their work,
including and innovation fund they
use to bolster innovative
practices/programs.
41
Source: http://www.mass.gov/governor/administration/ltgov/documents/ma-stem-plan-9-28-10.pdf
Examples from Other States: Ohio
Ohio STEM Learning Network STEM
Advocacy Kit


The Advocacy Kit serves as a tool to promote
STEM education in Ohio and strengthen
support among Ohioans for continued STEM
education investments.
Key messages and strategies include:
 Promote STEM education as a key strategy for




workforce development.
Highlight the importance of committed, engaged
community partners who are willing to leverage
their own resources to support the development
of STEM education.
Emphasize that the STEM education footprint in
Ohio is large and provides broad public benefit.
Characterize difficult economic conditions as a
rationale for protecting the state’s investment in
STEM education.
This toolkit has served as a model for other
states, such as CA, TN and others.
42
Source: http://www.osln.org/wp-content/uploads/2013/03/Ohio-AdvoKit.pdf

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