The National Need is significant: 80 % of the jobs created in the next decade will require math and science skills. Student aren’t developing needed skills: In 2009, just 34% of U.S. 8th graders were rated proficient or higher in a national math assessment, and more than 25% scored below the basic level. In an international exam given in 2006, U.S. high school students ranked 21st out of 30 industrialized nations in science and 25th in math. Only 43% of U.S. high school graduates in 2010 were ready for college work in math and only 29% were ready in science. Student interest is too low: 84% of middle school students saying they would rather clean their room, eat their vegetables, go to the dentist or take out the garbage than learn math or science.
Locally, our data also highlights issues and opportunities
• In Ohio, 71% of 8th graders are proficient in Math, far more than the 36% who score proficient on the National Assessment of Educational Progress (NAEP), which tracks international assessments. In Kentucky, the comparable metrics are 55% and 27%.
• Against state (vs. national) standards only 50% of CPS 8th graders are proficient in math, 26% of CIS 8th graders, and 56% of NIS 8th graders.
• Math scores in other grades, and science scores across grades are similar in both states and all three urban core districts.
Objectives, Goals, Strategies
Increase the number of students graduating high school with interest in and preparation for STEM post-secondary studies and careers, as measured by:
• Student interest and awareness: Ensure early and frequent exposure to STEM both inside and outside of the school day
• Student achievement: Impact Math and Science student achievement, as measured by National Standards (move beyond minimum state proficiency requirements). Areas of focus will be guided by educators.
Key choices proposed to support these Objectives and Goals are:
• Market STEM and STEM careers (to students, educators, parents, and other influencers)
• Accelerate and support districts’ implementation of Common Core Standards, by increasing access to STEM experiences with proven success and in order to prepare students as 21st century leaders and learners.
• Harness the knowledge and expertise of STEM professionals, to bring career opportunities to life for students, and to enable teachers and students to drive relevant skill development.
Initial Priorities
• Gather and publish baseline data. Set key measures, including assessment and tracking tools.
• Pilot strategies via CPS participation in Student Spaceflight Experiments Program (SSEP, http://ssep.ncesse.org/). 20 schools, ~225 students will participate.
• Develop plan for 2nd CPS pilot in early 2012 (2nd half of 2011-12 school year)
• Establish base plan for 2012 P&G STEM education funding.
Check out the STEM Innovation Pipeline, click here.
Partner Organizations
Cincinnati Museum Center, Cincinnati Observatory, Cincinnati Public Schools, Cincinnati State, Cincinnati Zoo and Botanical Garden, Covington Independent Schools, Duke Energy, General Electric, Greater Cincinnati Workforce, Hamilton County Educational Service Center, Hewlett-Packard, High Aims Consortium, INTERalliance, iSPACE, Minorities in Mathematics, Science and Engineering (M2SE), National Underground Railroad Freedom Center, Nielsen, Ohio STEM Learning Network, Parents for Public Schools, Proctor & Gamble, Princeton City Schools, Rosie’s Girls, Society of Hispanic Professional Engineers (SHPE), Strive Partnership, University of Cincinnati, Xavier University, Xerox
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The Strive Partnership is focused on the success of our children: every child, every step, from cradle to career. The Strive Partnership unites common providers around shared issues, goals, measurements and results, and then actively supports and strengthens strategies that work.
STEM Innovation Collaborative
The Collaborative Is Addressing Compelling Needs
The National Need is significant: 80 % of the jobs created in the next decade will require math and science skills. Student aren’t developing needed skills: In 2009, just 34% of U.S. 8th graders were rated proficient or higher in a national math assessment, and more than 25% scored below the basic level. In an international exam given in 2006, U.S. high school students ranked 21st out of 30 industrialized nations in science and 25th in math. Only 43% of U.S. high school graduates in 2010 were ready for college work in math and only 29% were ready in science. Student interest is too low: 84% of middle school students saying they would rather clean their room, eat their vegetables, go to the dentist or take out the garbage than learn math or science.
Locally, our data also highlights issues and opportunities
Increase the number of students graduating high school with interest in and preparation for STEM post-secondary studies and careers, as measured by: