Similarly, 47 percent of Bachelor’s degrees in STEM occupations earn more than Ph.D.s in non-STEM occupations.  Furthermore, even people with only STEM certificates can earn more than people with non-STEM degrees; for instance certificate holders in engineering earn more than Associate’s degree-holders in business and more than Bachelor’s degree-holders in education.

STEM will grow to only 5 percent of all jobs by 2018 and demand for STEM talent is growing even faster outside of traditional STEM occupations. This increasing demand for STEM knowledge, skills and abilities allows many individuals with STEM talent to leave STEM occupations.  Students and workers divert from STEM jobs because, while STEM is high-paying, STEM students have access to higher-paying career options.

The report finds that of out of every 100 students with a Bachelor’s degree, 19 graduate with a STEM degree but only eight are working in STEM occupations ten years after graduation.

But it’s not only about money – a major conclusion of the report is that STEM talent winds up outside of STEM occupations because STEM jobs often do not fully satisfy individual social and entrepreneurial interests.

“STEM provides choice for people both immediately after school and at mid-career, allowing people to transition to different and oftentimes more lucrative career pathways, including management and healthcare that provide long-term stability and excellent wages,” says Anthony P. Carnevale, the Center’s director and the report’s lead author.

The report details STEM earnings by occupation, race, sex, and education level, and finds:

For women and minorities, STEM is the best equal opportunity employer.
•  For women and minorities, STEM is a good news/bad news story.  Women and minorities are underrepresented in STEM.
•  But for those who do persist, the pay gap in STEM between women and minorities and White men is smaller in STEM than in any other occupation.

STEM pays more than most jobs at each level of education, and at the graduate level is exceeded only by a small sliver of managerial and healthcare occupations.
•  Over 70 percent of STEM workers at the high school or some college level make more than the average for workers in all other occupations at the same education level.  More than two-thirds of Associate’s degree-holders in STEM make more than the average for all Associate’s degree-holders.

STEM training pays more even if you don’t work in a STEM occupation.
•  Workers majoring in STEM in college earn more than all other majors over their lifetimes, even if they work in non-STEM occupations.

Apart from the full national report, STEM contains a state-level analysis of STEM jobs.

STEM is available online at http://cew.georgetown.edu/STEM. Hard copies can be obtained by contacting the Center at cewgeorgetown@georgetown.edu.

The Georgetown University Center on Education and the Workforce is an independent, nonprofit research and policy institute that studies the link between individual goals, education and training curricula, and career pathways.

The three-day session called STEM Summit 2012 convenes at the Sheraton Dallas Hotel on June 27, 28, and 29 and will explore solutions and successes in the STEM fields (Science, Technology, Engineering and Math) as the pathways to jobs.

Following its successful STEM Summit 2011 at the National Press Club, the 2012 “STEM Means Jobs” event will draw thousands of participants, bringing together industry, government and associations with educators, top policymakers, and media. U.S. businesses are alarmed by the declining supply of STEM-trained workers. Many STEM-related jobs are going unfilled despite high unemployment.

“STEM education and science-related jobs are one of the nation’s most critical issues,” according to Mortimer B. Zuckerman, chairman and editor-in-chief of U.S. News. “There is much good work being done in different parts of the country, but it is essential to bring the best people and the best practices together.  We want to highlight the most successful programs and help shape greater awareness of how important STEM education is for so many segments of society, including for women and economically disadvantaged communities. If we don’t get better at this, we’re going to miss the future.”

Reflecting the urgency of the issue, major organizations were eager to lend support. The first National Co-Chairs include: Aerospace Industries Association (AIA); Alliance for Science & Technology Research in America (ASTRA); American Institute of Architects (AIA); American Geophysical Union (AGU); American Society for Engineering Education; Business and Industry STEM Education Coalition (BISEC); The Business Roundtable; Center for Adult and Experiential Learning (CAEL); Center for Energy Workforce Development (CEWD); Change the Equation; Coalition for Science Afterschool (CSAS); College Board; The Conrad Foundation; Converge US; Entertainment Industries Council; Corporate Voices for Working Families; Governing.com; Great Minds in STEM;  Hispanic Association of Colleges and Universities (HACU);  Hispanic College Fund;  Institute for a Competitive Workforce (U.S. Chamber of Commerce); Jobs for the Future; The Manufacturing Institute (of the National Association of Manufacturers); National Association for Equal Employment in Higher Education (NAFEO); National Center for Women & Information Technology (NCWIT); National Conference of State Legislatures; National Defense Industrial Association (NDIA); National Girls Collaborative; NMSI; National Research Center for College & University Admissions (NRCCUA); Project Lead the Way; TechNET; and Teaching Institute for Excellence in STEM (TIES).

Over the past ten years, growth in jobs needing STEM skills was three times that of other sectors. The Commerce Department projects those jobs will continue to outpace other sectors over the next ten years. Those jobs include many specialized fields such as computer engineering that are among the highest paying in the country, but also include attractive entry-level positions such as computer technicians.

“Technology and innovation are key drivers to economic growth and jobs,” said John Engler, president of the Business Roundtable. “U.S. workforce training has to catch up to a global economy where more and more jobs require STEM training. CEO’s and education leaders have an important role to play in linking STEM education to job creation.”

“We believe this Summit is critical to bringing industry, policy, and education thought leaders together to create a collective impact to advance the future STEM workforce that will move our economy forward,” said Jami Grindatto, Intel Corporation and chairman of Innovate+Educate. “We are pleased to partner with STEMconnector™ and U.S. News for this important conversation that will develop into action for our nation.”

Intel is a founding sponsor along with Lockheed Martin, Monster, CSC and Ingersoll Rand. Each organization has a significant presence in promoting STEM education and careers.

“Lockheed Martin is proud to partner with Innovate+Educate and summit partners in highlighting national-level efforts that bring the excitement of science and technology to students,” said Dr. Ray O. Johnson, the company’s chief technology officer. “As a global security company, we understand the importance of fostering the next generation of innovators. A diverse technical workforce is vital to the success of our corporation and to our competitiveness as a nation.”

The conference will organize the broad array of STEM workforce issues from how to engage middle school students to how technology can better link job openings with skill sets, connecting educators with job creators. A key challenge will be increasing public awareness of STEM among parents and students. While businesses are keenly aware of the shortfall in STEM work skills, most people are unfamiliar with the term STEM, let alone its connection to jobs.

“The entertainment industry and news media are key to creating the mass public awareness needed to inspire young people towards education and spotlight career paths that lead to innovation. We must connect these cornerstones of our economy,” said Brian Dyak, president and CEO of the Entertainment Industries Council Inc.

“Connectivity – as exemplified by the STEM Summit—is a key to smarter organization and linking the millions of stakeholders at all levels,” said Dr. Mary Good, chairman of ASTRA and past president of the American Society for the Advancement of Science.

As one example of the breadth of the issues, Ray Mellado, CEO of Great Minds in STEM, focused on the need to advance Hispanic students in the field. “As we focus on the new American students and where they will find jobs, it means looking for new ways to collaborate.”

“The work of earth and space scientists touches every aspect of our lives,” said Christine McEntee, executive director of the American Geophysical Union. “The future depends on filling the shortage for earth and space scientists.”

“Architecture is a STEM career,” said Clark Manus, president of the American Institute of Architects. “In particular we are thrilled to be part of a program that will support AIA’s ongoing diversity initiative which seeks to engage underrepresented youth about the design profession.” 

Added Rey Ramsey, president and CEO of TechNet: “It’s critically important that our next generation of leaders have strong skills in the STEM fields.”

Texas officials welcomed the conference, stressing the strong technology sector in the state and Dallas region as well as a progressive approach to education in U.S. News’s recent ranking of Best High Schools for Math and Science; two were in Dallas and one in Houston.

“I am excited about the city of Dallas hosting this national STEM conference,” said Dallas Mayor Mike Rawlings. “Schools with a math and science emphasis are especially key to the success of our workforce, our economic growth and our future.”

A Dallas host committee for STEM Summit 2012 is being formed by Innovate+Educate board member Eric Reeves.

For additional information on sponsorship opportunities, exhibition space and registration, visit http://usnewsstemsummit.com/.  Follow STEM Summit 2012 on Facebook at: http://www.facebook.com/STEMsummit.

U.S. News & World Report is a print and digital publisher of news and information in the areas of politics, policy, education, health care, personal finance and other topics of consumer interest.

Innovate+Educate is a national non-profit led by Fortune 500 companies with a goal of aligning STEM education and workforce efforts on a state-by-state basis.

STEMconnector is a resource center and network that helps bring together the many STEM projects around the country with a website of more than 3,000 organizations dedicated to STEM education; jobs and diversity are key priorities.

From biochemists and pharmacists to physician assistants and physical therapists, the future of the U.S. job market lies in the fields of healthcare and science.  However, for the second consecutive year, an online survey conducted by Harris Interactive for University of the Sciences shows that 49 percent of all high school-aged students are not interested in pursuing these careers.

Students in grades 9 through 12 who say they are “definitely or probably” not considering a career in science or healthcare represents an 8.9 percent increase over last year’s survey.

While it’s too soon to know if this is a trend or not, it does concern the leadership and faculty at the University of Sciences, especially since the lack of interest among younger teens (aged 13-15) grew and stands near 60 percent.

“It is essential that the sciences remain top of mind for America’s teenagers,” said Russell J. DiGate, PhD, provost at University of the Sciences. Watch full video interview by clicking here.

Students not considering a career in healthcare and science cite numerous reasons for their lack of interest in these fields.

Twenty-four percent said they feel they don’t know enough about careers in these fields. Eighteen percent feel they’re not good enough at science while another 12 percent said they are not prepared for a career in healthcare/science.

Additional study highlights include results for females and racial minorities as well as influencers for students.

Sixty percent of females in grades 9-12 indicated they are “definitely” or “probably considering” a career in healthcare or the science, while only 39 percent of males the same age feel similarly. African Americans (47 percent), Hispanics (37 percent), and other minorities (38 percent) are more likely than White students (24 percent) to consider these future career fields.

Understanding why some high school-aged students want to pursue healthcare and science careers may help to encourage younger teens to more actively consider a future in these industries.  Although considered to be among the most lucrative, nearly six in 10 students cite “earning good money” as their reason for considering a career in this field.

However, schools are not a major influencer.

Of high school students considering pursuing a career in healthcare and the sciences, only 11 percent state influence from a teacher, and 4 percent said guidance from a school counselor are reasons for their interest. Students’ parents are the most likely group to encourage students in pursuing these careers (27 percent), the survey concluded.

This survey was conducted online from April 14-20, 2011, among 533 students in grades 9-12. Because the sample is based on those who agreed to participate in the panel, no estimates of theoretical sampling error can be calculated.

Available at no cost to all U.S. educators, the product now has middle-school resources and maps English language arts and math resources to both state and Common Core State Standards.

Forty-five states have agreed to adopt the Common Core Standards, a state-led effort to provide a clear and consistent framework to prepare students for college and work. Current standards address English and math.

“With SAS Curriculum Pathways, teachers can easily integrate engaging content into instruction while meeting Common Core State Standards,” said Bruce Friend, director of SAS Curriculum Pathways.

Used by more than 50,000 teachers and 12,000 schools, SAS Curriculum Pathways provides interactive, standards-based resources in English language arts, mathematics, science, social studies and Spanish for grades 6-12 in traditional, virtual and home schools.

By doing, seeing and listening, students access information and gain insights unavailable through conventional methods. Quality content engages students and can be adapted to meet varied needs.

A colorful redesign, searchable and resizable resources, integrated professional development, social media sharing and best practices for teachers enhance usability and enrich the experience for educators and students. Numerous new resources join more than 200 Interactive Tools, 200 “read, research and respond” guided questions, 600 Web Lessons and 70 audio tutorials.

Despite investing more than $72 million in the product since 2008, SAS Curriculum Pathways remains free to all U.S. educators.

Learn more about SAS Curriculum Pathways online.

The show will air from 7 to 8 p.m. EST on ABC television network.

The star-studded special features live performances by The Black Eyed Peas and Willow Smith, along with celebrities including Justin Bieber, Steven Tyler, Bono, Jack Black, Miley Cyrus and Josh Duhamel speaking out in support of STEM education. Student teams are profiled as their robots compete to win coveted FIRST Championship award.

The back-to-school special was created and shot during the FIRST Championship 2011 including 30,000 students, fans, families, educators, and industry leaders who came together in St. Louis, Mo., to celebrate the engineering prowess of talented students from around the world.  More than 600 teams from 29 countries competed in the three levels.

i.am.FIRST- Science is Rock and Roll documents the country’s best and brightest students in the FIRST Regional Competitions leading up to the international FIRST Championship.

STEM: Good Jobs Now and for the Future offers an inside look at workers who are driving our nation’s innovation and competitiveness and helping America win the future with new ideas, new companies, and new industries.

In 2010, 7.6 million people or 5.5 percent of the labor force worked in STEM occupations.

Key findings from the new report show that over the past 10 years, growth in STEM jobs was three times greater than that of non-STEM jobs, and STEM jobs are expected to continue to grow at a faster rate than other jobs in the coming decade. Meanwhile, STEM workers are also less likely to experience joblessness.

“This report profiles the fast-growing, productive STEM workforce and illustrates how we can win the future by encouraging the pursuit of 21st century jobs in science, technology, engineering and mathematics,” U.S. Commerce Secretary Gary Locke said. “STEM jobs are essential to a competitive, innovative, and technologically-advanced U.S. economy.”

Further findings show STEM workers command higher wages, earning 26 percent more than their non-STEM counterparts. STEM degree holders also enjoy higher earnings, regardless of whether they work in STEM or non-STEM occupations. Likewise, college graduates - no matter what their major - enjoy an earnings premium for having a STEM job.

“A STEM education is a pathway to prosperity - not just for you as an individual but for America as a whole,” U.S. Secretary of Education Arne Duncan said. “We need you in our classrooms, labs, and key government agencies to help solve our biggest challenges, and that’s why we are investing heavily to promote STEM education.”

In comparison to the average worker, STEM workers are highly educated. More than two-thirds of STEM workers have at least a college degree, compared to less than one-third of non-STEM workers.

STEM: Good Jobs Now and for the Future is based on analysis to date from the U.S. Census Bureau’s American Community Survey and Current Population Survey.  In this report, STEM jobs are defined to include professional and technical support occupations in the fields of computer science and mathematics, engineering, and life and physical sciences.

“When it comes to job growth, where the rubber meets the road is at the state level,” said Thomas Donohue, president and CEO of the U.S. Chamber. “Companies, capital, and jobs go where they are welcome.”

Here’s the New Mexico entry, as described in the Industry Week:

“New Mexico, home to Sandia and Los Alamos national labs, is a center for STEM jobs and its strength is increasing. The state ranks ninth in STEM job concentration, eighth in STEM job growth and 10th in entrepreneurial activity. The state also is home to the New Mexico Technology Ventures Corporation, one of the longest-running and most successful research commercialization enterprises.”

Louisiana leads in all export categories, largely due to its oil, gas, chemical and agriculture, and major port.

Tennessee leads overall in the taxes and regulation category with its “no surprises” regulatory environment, and “manageable budget gap.”

Florida has an efficient job-placement system, high share of high school students in advanced placement courses, and its Quick Response Training Program that is employer-driven.

Maine is in the top 10 of all three infrastructure measures in the study, including the nation’s highest share of broadband connections more than 3 megabits per second.

And Alaska is in the top 10 in six-of-seven economic performance rankings, with job growth in every sector; led by oil, gas, and seafood products.

Launched in partnership with the Gadsden Independent School District (GISD), the Tri-Border Innovation Center benefits citizens in Las Cruces, Gadsden, Hatch, and beyond by housing cutting-edge science and technology that links New Mexico’s regional assets, technologists, and entrepreneurs to students and their learning.

Jamai Blivin, CEO of Innovate+Educate, praised the leadership of Dr. Brian Ormand, Dr. Susan Bussmann, and Dr. Susan Brown from New Mexico State University for helping develop the NM STEM Network and launching the Southern Hub. She also thanked GISD Superintendent Cynthia Nava and the school district for allowing this opportunity to advance STEM (science, technology, engineering and math) education for the youth in this region. Blivin also recognized Randall Hayes, Director of the New Mexico Museum of Space History, for his visionary leadership and incredible partnership during the development of this Hub.

 “Without each of these partners, this Hub would not have happened,” added Blivin. “We also would like to thank our Innovation Funding partners and members of our board of directors that funded this work including Intel Corporation, Lockheed Martin Corporation, and Monster.com. We truly appreciate their belief in Innovate+Educate and the NM STEM Network.”

 Innovate+Educate was founded on the principle of public/private partnerships that will convene, align, focus, scale, and sustain transformation in education as well as advance a STEM competitive workforce for our economy.  Innovate+Educate is committed to regional innovation and is working on a multi-state partnership that will involve industry and partnerships from El Paso to Las Cruces to benefit all students in New Mexico.

 Jami Grindatto, Innovate+Educate Chairman of the Board and Intel’s Corporate Affairs Manager of Southwestern U.S., said the Tri-Border Innovation Center will cultivate an entrepreneurial learning environment and planning is underway with key stakeholders for the center to serve as a convening, collaborative location for the tri-regional partners in Southern New Mexico, Southwest Texas (El Paso), and Mexico.

“It will serve as a key location for “Seamless Summer of STEM” this June,” said Grindatto. “Innovate+Educate especially would like thank the Gadsden Independent School District and Senator Nava for their leadership in this public/private partnership.”

###

About Innovate+Educate
The mission of Innovate+Educate is to radically redefine how industry and education collaborate to support workforce development by creating public-private partnerships focused on delivery of science, technology, engineering, and math (STEM) education. Innovate+Educate currently has offices in Santa Fe, N.M., Washington, D.C., and Santa Teresa, N.M.

About New Mexico STEM Network
The NM STEM Network is addressing the critical issues of our time: How to educate students in a way that provides relevance and rigor, which prepares students for college and careers, and utilizes technology to transform teaching and learning. Working through a network makes it possible to align the important resources in a community – leveraging the work of schools, chambers of commerce, business, higher education, and other important community institutions.

 About Southern Hub
The southern region of New Mexico has taken the steps to become the first Hub in New Mexico under the NM STEM Network. This region already is home to innovation and cutting-edge science, engineering, and technology. With the launch of the Spaceport, the growth of White Sands Missile Range, a premier higher education region and an engaged community, the resources and the leadership are there to harness the energy created by the NM STEM Network to significantly improve student achievement.

Online Resources

Seamless Summer website: www.SeamlessSummer.com
Innovate+Educate website: www.innovate-educate.org
Twitter: http://twitter.com/IENM
Facebook: http://www.facebook.com/innovateeducate
YouTube Channel: http://www.youtube.com/user/InnovateEducate#p/a
Innovate + Educate Blog (RSS): http://www.innovate-educate.org/blog/rss-feed/
Donate: https://npo.networkforgood.org/Donate/Donate.aspx?npoSubscriptionId=1002665

The DoE also noted that new priorities are included in the next round to include improving educational opportunities in rural schools and in STEM.

Award amounts have been adjusted to ensure that applicants have sufficient funding to carry out program goals while enabling the DoE to fund as many high-quality applications as possible.

Grants will be available within the same three categories as in Round 1:

•    Up to $25 million each will be available for Scale-up Grants to applicants with the strongest evidence and track records of success;
•    Up to $15 million each will be available for Validation Grants to verify effectiveness for programs with moderate levels of evidence;
•    Up to $3 million each will be available for Development Grants to support new and high-potential practices whose impact should be studied further.

Grant recipients will be required to secure private-sector matching funds of 5%, 10%, or 15%, respectively.

For the second round, the Department has included two new absolute priorities focusing on achievement and high school graduation rates in rural schools and promoting science, technology, engineering and mathematics (STEM) education.

The three absolute priorities that remain from last year’s competition include, supporting effective teachers and principals, implementing high standards and quality assessments, and turning around persistently low-performing schools.

All applicants must address one of these five key areas of reform.

“Smart innovation and entrepreneurship has the ability to dramatically accelerate student achievement and attainment,” said U.S. Secretary of Education Arne Duncan. “The next round of i3 grants will add to the growing portfolio of new and emerging successful practices in education and invest in ideas that help supply teachers and students with the tools they need to be successful.”

In addition, competitive preference will be given to grantees that demonstrate support for improving early learning outcomes, increasing college access and success, addressing the unique needs of students with disabilities and limited English proficient students, or improving productivity or technology.

In round one, the i3 program received nearly 1,700 applicants and awarded a total of 49 grants to a cross section of school districts and non-profit organizations.

To aid the i3 application process, pre-application workshops will be offered in the coming weeks along with several webinars on key i3 topics.

Notices Inviting Applications for each of the three grant categories are currently available:

•    Scale-up grants: http://www.gpo.gov/fdsys/pkg/FR-2011-06-03/pdf/2011-13592.pdf
•    Validation grants: http://www.gpo.gov/fdsys/pkg/FR-2011-06-03/pdf/2011-13594.pdf
•    Development grants: http://www.gpo.gov/fdsys/pkg/FR-2011-06-03/pdf/2011-13596.pdf

Applications are due on Aug. 2. Awards will be made no later than Dec. 31. For more information visit: http://www.ed.gov/.

Witnesses include a third-grader and a sixth-grade student as well as a parent. Academic witnesses also will testify.

The Obama administration has been a strong proponent of STEM investments, making it a central aspect of the competitiveness message in the State of the Union address and subsequent messaging.

The full committee hearing on STEM Education will be held at 2318 Rayburn HOB Washington, D.C., 20515 on Thursday, Jun 16, 2011 between 10 a.m. and noon.

The witnesses participating include:

• Dr. Karen Lozano, Professor at University of Texas Pan American, Parent to Pablo Vidal and Mentor to the i.streets (Intelligent Streets) Discovery Montessori School Team
• Master Pablo Vidal, 3rd grade student at Discovery Montessori School and member of the i.streets (Intelligent Streets) Team
• Mrs. Brenda Conwell-Dudley, Parent to Jack Dudley and Mentor to the HEADS UP! Virginia Virtual Academy Team
• Master Jack Dudley, 6th grade student at Virginia Virtual Academy and member of the HEADS UP! Team
• Ms. Amy Attard, Science Teacher and Coach to the I-TBS: Intra-Trachea West Hills Middle School Team
• Miss Claudia Cooper, 7th grade student at West Hills Middle School and member of the I-TBS: Intra-Trachea Team
• Ms. Anne Manwell, Science Teacher and Mentor to the 3Drenal: Kidney Bio-Printer Stuyvesant High School Team
• Miss Alison Reed, 10th grade student at the Stuyvesant High School and member of the 3Drenal: Kidney Bio-Printer Team

For more information, visit http://science.house.gov/.