STEM Careers

Science Technology Engineering Math

Information for Students and Parents

Edited by

Michael Erbschloe
Connect with Michael on Lin kedIn

©2017 Michael Erbschloe

3 AUDIOBOOK COLLECTIONS

6 BOOK COLLECTIONS
 Table of Contents
Page
Section Number

About the Editor 3

Introduction 4

The STEM Plan in Brief 7

Women in STEM 17

The STEM Workforce 48

NSF Scholarships in Science,

Technology, Engineering, and 55
Mathematics Program (S-STEM)

U.S. Department of Education STEM

63
Support Activities

The Future of STEM Jobs and Education 103

A Note from the National Science

114
Foundation on Educational Opportunities
About the Editor

Michael Erbschloe has worked for over 30 years performing analysis of the
economics of information technology, public policy relating to technology, and
utilizing technology in reengineering organization processes. He has authored
several books on social and management issues of information technology that
were published by McGraw Hill and other major publishers. He has also taught at
several universities and developed technology-related curriculum. His career has
focused on several interrelated areas:

 Technology strategy, analysis, and forecasting

 Teaching and curriculum development
 Writing books and articles
 Publishing and editing
 Public policy analysis and program evaluation

Books by Michael Erbschloe

Social Media Warfare: Equal Weapons for All (Auerbach Publications)

Walling Out the Insiders: Controlling Access to Improve Organizational Security
(Auerbach Publications)
Physical Security for IT (Elsevier Science)
Trojans, Worms, and Spyware (Butterworth-Heinemann)
Implementing Homeland Security in Enterprise IT (Digital Press)
Guide to Disaster Recovery (Course Technology)
Socially Responsible IT Management (Digital Press)
Information Warfare: How to Survive Cyber Attacks (McGraw Hill)
The Executive's Guide to Privacy Management (McGraw Hill)
Net Privacy: A Guide to Developing & Implementing an e-business Privacy Plan
(McGraw Hill)
Introduction
Science is more than a school subject, or the periodic table, or the properties of
waves. It is an approach to the world, a critical way to understand and explore
and engage with the world, and then have the capacity to change that world...

— President Barack Obama, March 23, 2015

The United States has developed as a global leader, in large part, through the genius and hard

work of its scientists, engineers, and innovators. In a world that‘s becoming increasingly

complex, where success is driven not only by what you know, but by what you can do with what

you know, it‘s more important than ever for our youth to be equipped with the knowledge and

skills to solve tough problems, gather and evaluate evidence, and make sense of information.

These are the types of skills that students learn by studying science, technology, engineering, and

math—subjects collectively known as STEM.

Yet today, few American students pursue expertise in STEM fields—and we have an inadequate

pipeline of teachers skilled in those subjects. That‘s why it is a high priority to increase the

number of students and teachers who are proficient in these vital fields.

All young people should be prepared to think deeply and to think well so that they have the

chance to become the innovators, educators, researchers, and leaders who can solve the most

pressing challenges facing our nation and our world, both today and tomorrow. But, right now,

not enough of our youth have access to quality STEM learning opportunities and too few

students see these disciplines as springboards for their careers.

For example, we know that only 81 percent of Asian-American high school students and 71

percent of white high school students attend high schools where the full range of math and

science courses are offered (Algebra I, geometry, Algebra II, calculus, biology, chemistry, and

physics). The access to these courses for American Indian, Native-Alaskan, black, and Hispanic

high school students are significantly worse. Children‘s race, zip code, or socioeconomic status

should is determining their STEM fluency. We must give all children the opportunity to be

college-ready and to thrive in a modern STEM economy.

We also know that only 16 percent of American high school seniors are proficient in math and

interested in a STEM career. Even among those who do go on to pursue a college major in the

STEM fields, only about half choose to work in a related career. The United States is falling

behind internationally, ranking 29th in math and 22nd in science among industrialized nations.

What‘s more, a recent survey revealed that only 29 percent of Americans rated this country‘s K -
12 education in STEM subjects as above average or the best in the world. In our competitive

global economy, this situation is unacceptable.

President Obama articulated a clear priority for STEM education: within a decade, American

students must "move from the middle to the top of the pack in science and math." The Obama

Administration was also working toward the goal of fairness between places, where an equitable

distribution of quality STEM learning opportunities and talented teachers can ensure that all

students have the chance to study and be inspired by science, technology, engineering, and

math—and have the chance to reach their full potential.

Specifically, President Obama called on the nation to develop, recruit, and retain 100,000

excellent STEM teachers over the next 10 years. He also has asked colleges and universities to

graduate an additional 1 million students with STEM majors.

These improvements in STEM education will happen only if Hispanics, African-Americans, and

other underrepresented groups in the STEM fields—including women, people with disabilities,

and first-generation Americans—robustly engage and are supported in learning and teaching in

these areas.

It is not clear what the new Administration will do because of its anti-science attitude.

Link: https://www.ed.gov/stem
The STEM Plan in Brief
The Committee on STEM Education (CoSTEM), comprised of 13 agencies—including all of the

mission-science agencies and the Department of Education—are facilitating a cohesive national

strategy, with new and repurposed funds, to increase the impact of federal investments in five

areas: 1.) improving STEM instruction in preschool through 12th grade; 2.) increasing and

sustaining public and youth engagement with STEM; 3.) improving the STEM experience for

undergraduate students; 4.) better serving groups historically underrepresented in STEM fields;

and 5.) designing graduate education for tomorrow's STEM workforce

Coordinated efforts to improve STEM education are outlined in the federal, 5-year Strategic Plan

for STEM Education and concentrate on improving the delivery, impact, and visibility of STEM

efforts. Additionally, the Department of Education, the National Science Foundation, and the

Smithsonian Institution are leading efforts to improve outcomes for traditionally

underrepresented groups.

The health and longevity of our Nation‘s, citizenry, economy and environmental resources

depend in large part on the acceleration of scientific and technological innovations, such as those

that improve health care, inspire new industries, protect the environment, and safeguard us from

harm. Maintaining America‘s historical preeminence in the STEM fields will require a concerted

and inclusive effort to ensure that the STEM workforce is equipped with the skills and training

needed to excel in these fields. During President Obama‘s first term, the Administration used

multiple strategies to make progress on improving STEM education:

 Making STEM a priority in more of the Administration‘s education efforts. The first

round of the Department of Education‘s $4.3 billion Race to the Top competition offered

states a competitive preference priority on developing comprehensive strategies to

improve achievement and provide rigorous curricula in STEM subjects; partner with

local STEM institutions, businesses, and museums; and broaden participation of women

and girls and other groups underrepresented in STEM fields. Other examples include

STEM priorities in the Department of Education‘s Invest in Innovation and Supporting

Effective Educator Development programs. Prioritizing STEM in existing programs at

the Department of Education has the advantage of leveraging existing resources and

embedding STEM within our overall education reform efforts.

 Setting ambitious but achievable goals and challenging the private sector. President

Obama announced the goal to prepare 100,000 excellent STEM teachers over the next

decade in his 2011 State of the Union Address. Answering this call to action, over 150

organizations led by the Carnegie Corporation of New York formed a coalition called

100Kin10. Members of the coalition have made over 150 commitments to support

STEM-teacher preparation and have raised over $30 million for this effort. In mid-March,

the Howard Hughes Medical Institute announced a $22.5M investment to support

expansion of the successful UTeach program in support of this goal. Additional examples

of this all- hands-on-deck approach to challenging companies, foundations, non-profits,

universities, and skilled volunteers include Change the Equation, US2020, and the scaling

up and expanding an AP program for children in military families.

 The first-ever White House Science Fair took place in late 2010 and the second in 2012,

fulfilling a commitment made at the launch of the Educate to Innovate campaign to

directly use the pulpit to inspire more boys and girls to excel in mathematics and science.

A call to action was issued to the 200,000 Federal scientists and engineers to volunteer in

their local communities and think of creative ways to engage students in STEM subjects.

Improving STEM education will continue to be a high priority in President Obama‘s

second term. Guided by the aims articulated in the February 2012 Progress Report and

subsequent pre-final drafts of this Strategic Plan—as well by the President‘s desire to re-

organize STEM-education programs for greater coherence, efficiency, ease of evaluation,

and focus on his highest priorities—the Executive Office of the President recommended,

and the President accepted, a FY2014 Budget Request for STEM education that would

increase the total investment in STEM-ed programs by 6 percent over the 2012

appropriated level.

 The Department of Education was designated to play an increased role in improving P-12

STEM instruction by supporting partnerships among school districts and universities,

science agencies, businesses, and other community partners to transform teaching and

learning. It also invested an additional $80 million in support of the 100,000 new STEM-

ed teachers goal and $35 million for the launch of a pilot STEM-ed Master Teacher

Corps, as well as in creation of new STEM Innovation Networks to better connect school

districts with local, regional, and national STEM resources. The Department also

collaborated with all of the CoSTEM agencies to ensure that Federal scientific assets

were utilized in the improvement of P-12 STEM education.

  The National Science Foundation increased its focus on improving the delivery of

undergraduate STEM teaching and learning through evidence-based reforms, including a

new $123 million program aimed at improving retention of undergraduates in STEM

fields. NSF also received $325 million to expand and enhance its graduate fellowship

programs, including creation of a new National Graduate Research Fellowship, using a

common infrastructure at NSF to reach more students and offer a set of opportunities that

address national needs and mission critical workforce needs for the CoSTEM agencies.

 The Smithsonian Institution received $25 million to focus on improving the reach of

informal STEM education by ensuring that materials are aligned to what students are

learning in the classroom. The Smithsonian worked with NSF, ED, the other CoSTEM

agencies including the National Aeronautics and Space Administration (NASA), National

Oceanic and Atmospheric Administration (NOAA), U.S. Department of the Interior

(DOI), U.S. Department of Agriculture (USDA), National Institutes of Health (NIH), and

other science partners to harness their unique expertise and resources to disseminate

relevant, evidence-based materials and curricula, on- line resources, and delivery and

dissemination mechanisms to reach more teachers and students both inside and outside

the classroom.

All of the CoSTEM agencies continued to be key players in the re-organized effort. All of these

agencies depend upon the cultivation of a talented and well- trained workforce in order to meet

their STEM-related missions, and all of them play a critical role in inspiring and training the next

generation of STEM workers. Whether it be through direct support, provision of expertise and
content, mobilization of talented STEM role models and mentors, or by exposing students to

real-world learning opportunities at Federal STEM facilities, these agencies inspire and inform

future scientists, engineers, innovators, and explorers.

The Strategic Plan complements the important steps already taken. The Plan begins by providing

an overview of the importance of STEM education to American scientific discovery and

innovation, the need to better prepare students for today‘s jobs and those of the future, and the

importance of a STEM- literate society and also describes the current state of Federal STEM

education efforts. The document then presents five priority STEM education investment areas

where a coordinated Federal strategy can be developed, over five years, designed to lead to

major improvements in key areas. This increased coordination is expected to bring significant

gains in efficiency and coverage.

Also included in this plan are initial implementation roadmaps in each of the priority STEM

education investment areas, proposing potential short-, medium-, and long-term objectives and

strategies that might help Federal agencies achieve the outlined goals (section 5). Additionally,

throughout the document, the plan highlights (1) key outcomes for the Nation and ways Federal

agencies can contribute, (2) areas where agencies will play lead roles, thereby increasing

accountability, (3) methods to build and share evidence, and (4) approaches for decreasing

fragmentation. The Strategic Plan will allow us to better achieve a number of inter-related goals:
  It will help Federal STEM efforts reach more students and more teachers more

effectively by reorienting Federal policy to meet the needs of those who are delivering

STEM education: school districts, States, and colleges, and universities;

 It will help in reorganizing efforts and redirecting resources around more clearly defined

priorities, with accountable lead agencies;

 It will enable rigorous evaluation and evidence-building strategies for Federal STEM-

education programs;

 It will increase the impact of Federal investments in important areas such as graduate

education by expanding resources for a more limited number of programs, while

recognizing shortages in key disciplines and professions; and,

 It will provide additional resources to meet specific national goals, such as preparing and

recruiting 100,000 high-quality K-12 STEM teachers, recognizing and rewarding

excellence in STEM instruction, strengthening the infrastructure for supporting STEM

instruction and engagement, increasing the number of undergraduates with a STEM

degree by one million over the next decade, and broadening participation in STEM fields

by underrepresented groups.

The STEM Strategic Plan sets out ambitious national goals to drive Federal investment in five12

priority STEM education investment areas:

 Improve STEM Instruction: Prepare 100,000 excellent new K-12 STEM teachers by

2020, and support the existing STEM teacher workforce;

 Increase and Sustain Youth and Public Engagement in STEM: Support a 50 percent

increase in the number of U.S. youth who have an authentic STEM experience each year

prior to completing high school;

 Enhance STEM Experience of Undergraduate Students: Graduate one million additional

students with degrees in STEM fields over the next 10 years;

 Better Serve Groups Historically Under-represented in STEM Fields: Increase the

number of students from groups that have been underrepresented in STEM fields that

graduate with STEM degrees in the next 10 years and improve women‘s participation in

areas of STEM where they are significantly underrepresented; and,

 Design Graduate Education for Tomorrow‘s STEM Workforce: Provide graduate-trained

STEM professionals with basic and applied research expertise, options to acquire

specialized skills in areas of national importance, mission-critical workforce needs for the

CoSTEM agencies, and ancillary skills needed for success in a broad range of careers.
About the Office of Science and Technology Policy

The Office of Science and Technology Policy (OSTP) advises the President on the effects of

science and technology on domestic and international affairs. The office serves as a source of

scientific and technological analysis and judgment for the President with respect to major

policies, plans, and programs of the Federal Government. OSTP leads an interagency effort to

develop and implement sound science and technology policies and budgets. The office works

with the private sector to ensure Federal investments in science and technology contribute to

economic prosperity, environmental quality, and national security.

For more information, visit http://www.ostp.gov.

About the National Science and Technology Council

The National Science and Technology Council (NSTC) was established by Executive Order on

November 23, 1993. This Cabinet- level council is the principal body within the executive branch

that coordinates science and technology policy across the diverse entities that make up the

Federal research and development enterprise. Chaired by the President, the membership of the

NSTC consists of the Vice President, the Director of the Office of Science and Technology

Policy, Cabinet Secretaries and Agency Heads with significant science and technology

responsibilities, and other White House officials.

The NSTC is organized into five primary committees: Science, Technology, Engineering, and

Mathematics (STEM) Education; Science; Technology; Environment, Natural Resources and

Sustainability; and Homeland and National Security. Each of these committees oversees

subgroups focused on different aspects of science and technology. One of the NSTC‘s primary
objectives is to establish clear national goals for Federal science and technology investments in

an array of areas that span virtually all the mission areas of the executive branch. The Council

prepares coordinated interagency research and development strategies to form investment

packages that are aimed at achieving multiple national goals. For additional information

concerning the work of the National Science and Technology Council, please visit the NSTC

website.

About the Committee on Science, Technology, Engineering,

and Mathe matics (STEM) Education

The NSTC Committee on STEM Education (CoSTEM) coordinates Federal programs and

activities in support of STEM education pursuant to the requirements of Sec. 101 of the America

COMPETES Reauthorization Act (2010). CoSTEM addresses education and workforce policy

issues; research and development efforts that focus on STEM education at the PreK-12,

undergraduate, graduate, and lifelong learning levels; and current and projected STEM

workforce needs, trends, and issues. CoSTEM performs three functions: review and assessment

of Federal STEM education activities and programs; with the Office of Management and Budget,

coordination of STEM education activities and programs across Federal agencies, and;

development and implementation of a Federal STEM education 5-year Strategic Plan through the

participating agencies to be updated every 5 years.

About the Federal STEM Education 5-Year Strategic Plan

The America COMPETES Reauthorization Act (2010) directs OSTP to create an interagency

committee under the NSTC to develop a Federal STEM education 5-year strategic plan. In

response to the Act, CoSTEM chartered the Federal Coordination in STEM Education (FC-
STEM) Task Force to develop the Federal STEM Education 5-Year Strategic Plan and to prepare

this report with CoSTEM oversight. The FC-STEM includes members from the 12 Federal

agencies represented on CoSTEM, and the Smithsonian Institution. Representatives from each of

the agencies represented on CoSTEM made significant contributions to the plan. CoSTEM

chartered the NSTC Fast-Track Action Committee on Federal Investments in STEM (FISTEM)

to design and conduct an inventory of current Federal investments in STEM education. FI-STEM

included members from the 12 Federal agencies represented on CoSTEM. The Federal Science,

Technology, Engineering and Mathematics (S TEM) Education Portfolio6, released in December

2011, provided the most-detailed overview of Federal STEM education activities to date, and

guided the development of the Strategic Plan.

Link: https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf
Women in STEM
Supporting women STEM students and researchers is not only an essential part of America‘s

strategy to out-innovate, out-educate, and out-build the rest of the world; it is also important to

women themselves. Women in STEM jobs earn 33 percent more than those in non-STEM

occupations and experience a smaller wage gap relative to men. And STEM careers offer women

the opportunity to engage in some of the most exciting realms of discovery and technological

innovation. Increasing opportunities for women in these fields is an important step towards

realizing greater economic success and equality for women across the board.

The Office of Science and Technology Policy, in collaboration with the White House Council on

Women and Girls, is dedicated to increasing the participation of women and girls — as well as

other underrepresented groups — in the fields of science, technology, engineering, and

mathematics by increasing the engagement of girls with STEM subjects in formal and informal

environments, encouraging mentoring to support women throughout their academic and

professional experiences, and supporting efforts to retain women in the STEM workforce.

STEM Depiction Opportunities: Inspiring a diverse generation of science, technology,

engineering, and math (STEM) innovators.

Biases are destructive for those who apply them as well as those being judged based on

stereotypes. Various experiments suggest that those who judge others through a biased lens can

miss the chance to hire superior employees or appreciate the true talents of others, including their

own children. For in-stance, parents rate the math abilities of their daughters lower than parents

of boys with identical math performance in school. For example, college faculty are less likely to
respond to an email from a student inquiring about research opportunities if the email appears to

come from a woman than if the identical email appears to come from a man. Science faculty are

less likely to hire or mentor a student if they believe the student is a woman rather than a man.

STEM Workers Supply vs. Demand Mismatch: STEM fields are essential to America‘s

economic growth and global competitiveness; however, there is currently a mismatch between

the supply and growing demand for STEM-skilled workers. Today there are over half a million

unfilled jobs in information technology across all sectors of the economy, which reinforces the

notion that computer science has become a basic requisite for 21st century jobs. Economic

projections indicate that by 2018, there could be 2.4 million unfilled STEM jobs. The STEM

employment gap is further compounded by persistent diversity challenges, as women and

minorities, who comprise 70% of college students but less than 45% of STEM degrees, represent

a largely untapped talent pool. In order to sustain American innovation, there is an opportunity to

tackle this issue from all angles—from inside the classroom, to workplace culture, to

entertainment media.

Hope for the future—power of STEM and storytelling interface: Popular entertainment media is

powerful—it can influence the public‘s perceptions towards STEM by shaping, cultivating, or

reinforcing the ―cultural meanings‖ of STEM fields and careers. For example, as a result of the

introduction of various fictional CSI crime shows in 2000, the public became fascinated with the

science behind crime-scene investigations. Termed the ―CSI effect,‖ the positive, dramatic

portrayal of forensic science resulted in significant increases in forensic science program

applications at universities, with undergraduate and graduate degree enrollment in these

programs almost doubling from 2000 to 2005. Because children and teens often consume large

amounts of entertainment media, media presents a valuable opportunity to supplement the work

of America's STEM teachers by providing information and role models that can inspire students

to persist in STEM studies. In addition, positive STEM imagery and messaging can help enable

exploration of STEM, guide parents on how to provide support, and illustrate the connection

between classroom study and the array of STEM careers.

Current Representations of STEM in Entertainment Media: However, in depictions of STEM

professionals in family films, men outpace women 5 to 1, and when it comes to portrayals of

computer scientists and engineers, men outpace women 14.25 to 1 in family films and 5.4 to 1 in

primetime. Rather than continue to normalize inequality through these stories, the entertainment

industry has an opportunity to paint the picture of an inclusive STEM workforce the Nation

aspires to achieve, and reflect the exciting aspects and social impacts of STEM jobs. Targeted

efforts by the entertainment community to increase positive STEM content holds great promise

to promote significant and sustained changes.

OVERARCHING GOAL: To support the inclusion of diverse and compelling STEM images,

stories, and positive messages in mainstream entertainment media in order to help promote

greater diversity in the STEM workforce. There are three main goals for STEM-related

depictions in entertainment media:

 Include diverse STEM role models (past and present). Expand portraya ls of STEM

professionals by incorporating character flips or adding diverse characters (including

female, minority, and people with disabilities, among other underrepresented groups)
 who use STEM in their jobs or have STEM jobs. Role models play an importa nt role in

shaping the future aspirations of youth and adults alike—they can help students envision

themselves as STEM professionals, enhance perception of STEM careers, and boost

confidence in studying STEM subjects.

 Highlight the breadth of STEM careers and societal impacts. Effective depictions

emphasize social impacts and exciting aspects of STEM work, inspiring students to

tackle pressing challenges of the 21st century in the United States and abroad. Stories

could also illustrate the range of STEM jobs and rebrand ―middle-skill‖ jobs, e.g.,

software development, advanced manufacturing, and healthcare technicians. Portrayals of

youth participation in outside-the-classroom STEM activities (e.g. coding camps)

underscore the importance of informal STEM learning.

 Debunk STEM stigmas and misconceptions. STEM is often perceived as boring, too

difficult, and ―not for everyone.‖ Plot elements could reinforce that intelligence and

aptitude for STEM is not a fixed trait determined by qualities such as ethnicity or gender,

but rather is developed through effort, practice, and persistence. Tactics to overcome

stereotype threat, in which members of underrepresented groups may fear that their

performance will confirm negative stereotypes about their group, can also be addressed.

In addition, portrayals of parental engagement in nurturing their children‘s natural

curiosity and STEM interests can help empower parents to feel less intimidated by

STEM. Finally, depictions of effective STEM teachers who convey enthusiasm abo ut

STEM and employ active learning strategies in the classroom can also inspire viewers.
Science, Technology, Engineering and Math (STEM) Education

America must provide students with a strong education in science, technology, engineering, and

mathematics (STEM) to prepare them to succeed in the global economy. Scientists and engineers

create many of the innovations that drive our Nation‘s competitiveness, yet many American

students are unprepared in math and science, particularly students from underrepresented groups,

and the nation‘s STEM workforce needs are not being met.

Federal agencies have developed a range of programs over the years in order to advance STEM

education, but recognize the need for continued improvement. In 2014, the President's Budget

proposed a framework for delivering STEM education to more students and more teachers more

effectively. The Administration has also published a Federal STEM Education Five-Year

Strategic Plan to help align the framework with key goals and strategies. The major areas of

priority for this plan include: improving pre-kindergarten-through- grade-twelve (pre-K-12)

STEM instruction; increasing and sustaining youth and public engagement in STEM; enhancing

the STEM experience of undergraduate students; better serving groups historically

underrepresented in STEM; and designing graduate education for tomorrow‘s STEM workforce.

Agencies have made considerable progress towards a stronger and more cohesive infrastructure

for delivering STEM education. For example, federal agencies have increased their coordination

and are identifying ways to leverage existing resources to improve the reach of agency assets,

including over 200,000 federally-employed STEM professionals, laboratory facilities, and

cutting-edge research and development. The 2015 Budget for the Department of Education

builds on these efforts and also proposes additional goals that focus on identifying and using
evidence-based practices and finding new models for leveraging assets and expertise. Key 2015

investments aimed at improving P-12 STEM education and learning include the following:

 STEM Innovation Networks ($110 million). This program would provide competitive

awards to local educational agencies (LEAs) in partnership with institutions of higher

education (IHEs), nonprofit organizations, other public agencies, and businesses to

transform STEM teaching and learning by accelerating the adoption of practices in P-12

education that help increase the number of students who seek out and are effectively

prepared for postsecondary education and careers in STEM fields. Projects will develop

and validate evidence-based practices in a set of ―platform schools‖ and implement them

across broader, regional networks of participating schools following validation of

effectiveness. Potential strategies include the recruitment, preparation, and professional

development of effective STEM educators; the development and testing of teaching and

learning models that enable students to successfully meet STEM- focused college- and

career-ready standards; and student engagement in STEM subjects.

 National STEM Master Teacher Corps ($20 million). In July 2012, the President

proposed creating a national STEM Master Teacher Corps that would enlist America‘s

best and brightest science and math teachers to improve STEM education. This proposal

would identify, share, and expand models to help transform thousands of excellent STEM

teachers into national STEM teacher leaders who help improve STEM teaching and

learning nationwide. Through participation in the Corps, teachers would build their

leadership capacity, enhance the professional learning of other STEM teachers; identify

and share promising practices in schools, districts, and States; participate in local, state,
 and national STEM policy forums; and help students excel in STEM subjects while

taking on coaching and mentorship roles in their schools and communities.

 STEM Teacher Pathways ($40 million). To support the President‘s ambitious goal of

preparing 100,000 excellent STEM teachers over the next decade, STEM Teacher

Pathways will provide competitive grants to recruit, prepare, and place effective and

highly effective STEM teachers in high- need schools.

 Effective Teaching and Learning: STEM ($150 million). Formerly the Mathematics and

Science Partnerships program, this component of the Administration‘s reauthorization

proposal for the Elementary and Secondary Education Act would fund partnerships

between LEAs and IHEs that will help States improve teaching and learning in STEM

subjects and fields. In 2015, the reauthorization proposal will be revised to retain this

program as a formula grant to States to complement the competitive STEM Innovation

Networks. Funds would be used to support State implementation of comprehensive,

evidence-based plans; professional development that aligns Federal, State, and local

resources to promote high-quality STEM instruction; and for subgrants to high- need

LEAs to support comprehensive STEM instruction in the grades and schools with the

greatest needs.

In addition to the proposed P-12 investments described above, the FY15 budget request included

the following programs to support STEM at the undergraduate level and beyond:

 Minority Science and Engineering Improvement Program ($9 million). MSEIP supports

discretionary grants to predominantly minority institutions to help them make long-range

 improvements in science and engineering education and to increase the participation of

underrepresented ethnic and racial minorities in scientific and technological careers.

 Upward Bound Math Science Program ($43.1 million). The request for TRIO programs

includes funding for the Upward Bound Math/Science Program, which supports projects

designed to prepare high school students from disadvantaged backgrounds for

postsecondary education programs that lead to careers in the fields of math and science.

 Hispanic-Serving Institutions STEM and Articulation Program ($100 million).

Authorized under Title III, Part F of the HEA, the HSI STEM and Articulation Program

is designed to increase the number of Hispanic and other low- income students attaining

degrees in fields of science, technology, engineering, and mathematics (STEM) and to

develop model transfer and articulation agreements between 2-year and 4-year HSIs in

such fields. The Student Aid and Fiscal Responsibility Act (SAFRA) amended the Higher

Education Act of 1965 to provide $100 million in mandatory funding per year for fiscal

years 2010 through 2019 for this program.

Support for Women and Girls to Better Enable Them to Purs ue Careers

In recent decades, women‘s participation in the workforce has transformed the American

economy. Today, nearly half of all primary breadwinners are women, and since 1970, women‘s

labor has contributed $13,000 to the median family income and expanded the economy by $2

trillion dollars. Young women today are also more likely than young men to graduate college,

and just as likely to earn advanced degrees. Yet, despite these gains, women still earn just 77

cents for every dollar men earn, and women of color earn even less making it more difficult to

provide for their families and secure the promise of the American dream. Women also
experience unacceptably high levels of violence, from domestic abuse to sexual assault, and

gender disparities persist in health care access and workplace policies.

Implementing Institutional Mechanisms for the Advancement of Women:

 Establishing the White House Council on Women and Girls: On March 11, 2009,

President Obama signed an Executive Order creating the White House Council on

Women and Girls (CWG). CWG is comprised of representatives from each Federal

agency, as well as the White House offices, and coordinates efforts across Federal

agencies and departments to ensure that the needs of wo men and girls are taken into

account in all programs, policies, and legislation. To aid in implementation of the CWG‘s

mission, the President has created a number of positions, such as the first-ever White

House Advisor on Violence Against Women and a Dire ctor for Human Rights and

Gender at the White House National Security Council.

 Creating an Ambassador-at-Large for Global Women‘s Issues: In 2013 President Obama

signed a Presidential Memorandum that will help ensure that advancing the rights of

women and girls remains central to U.S. diplomacy and development around the world -

and that these efforts will continue to be led by public servants at the highest levels of the

United States government. After appointing the United States' first-ever Ambassador-at-

Large for Global Women's Issues at the beginning of his Administration, the Presidential

Memorandum ensures that an Ambassador-at-Large reporting directly to the Secretary

heads the State Department's Office of Global Women‘s Issues.

Supporting Working Women and Families: promoting a Comprehensive Working Families

Agenda: On June 23rd, 2014, the White House partnered with the Department of Labor (DOL)

and the Center for American Progress (CAP) to host the historic White House Summit on

Working Families, which built on the President‘s plan to ensure a better bargain for hardworking

Americans by elevating the ongoing national conversation about making today‘s workplace work

for everyone. In preparation for the Summit, the White House Council on Women and Girls held

discussions around the country with working families, employers, business and labor leaders,

economists, and advocates to seek out new ideas for ensuring fair pay, encouraging more family-

friendly workplaces, and improving and strengthening our businesses and our economy as a

whole.

Fighting Pay Discrimination: In 2014, President Obama signed an Executive Order prohibiting

federal contractors from retaliating against employees who choose to discuss their compensation.

He also signed a Presidential Memorandum instructing the Secretary of Labor to establish new

regulations requiring federal contractors to submit summary data on compensation paid to their

employees to the Department of Labor, including data broken down by sex and race.

In 2010, the President created the National Equal Pay Task Force, which brings together the

Equal Employment Opportunity Commission (EEOC), the Department of Justice, the

Department of Labor, and the Office of Personnel Management to identify and rectify challenges

to gender pay disparities. Since the creation of the Equal Pay Task Force, the EEOC has obtained

more than $91.5 million in monetary relief through administrative enforcement for victims of

sex-based wage discrimination. The first piece of legislation President Obama signed into law
was the Lilly Ledbetter Fair Pay Act, which restored basic protections against pay

discrimination.

Giving Working Families a Raise: In 2014, President Obama signed an Executive Order raising

the minimum wage to $10.10 for workers on new federal contracts. He also called on Congress

to raise the minimum wage for all workers to $10.10 by 2016, and index this wage to the cost of

living. The President‘s plan would benefit around 28 million workers. More than half of all

workers who would benefit from increasing the minimum wage to $10.10 are women. Since the

President called on Congress to act in his 2013 State of the Union address, 13 states and the

District of Columbia have increased their own minimum wages.

Expanding Workplace Protections to More Families: President Obama signed legislation that

made it possible for flight attendants and crewmembers to access FMLA and expanded coverage

for military families, and in June of 2014, the DOL announced a Notice of Proposed Rulemaking

to amend the definition of a ―spouse‖ under the Family and Medical Leave Act (FMLA) so that

eligible employees in legal same-sex marriages will be able to take FMLA leave to care for their

spouse or family member, regardless of where they live.

Making Historic Investments to Expand Access to High-Quality Child Care and Early Education:

The President has prioritized continuous improvement of the Head Start program, which serves

nearly one million children from birth to 5 each year. Through the Recovery Act, the President

and Congress took important steps to expand Head Start and Early Head Start by adding more

than 64,000 slots for these programs. ARRA investments in the Child Care and Development
Fund also increased access to child care for an additional 300,000 children and families. In his

2013 State of the Union address, President Obama called on Congress to expand access to high-

quality preschool for every child in America, and established a comprehensive early education

agenda with a series of new investments to establish a continuum of high-quality early learning

for a child—beginning at birth and continuing to age 5. In 2014, the Department of Health and

Human Services began this work with a $500 million competitive grant opportunity to support

the expansion of Early Head Start and the creation of Early Head Start-Child Care Partnerships

and the Department of Education announced a $250 million Preschool Development Grants

competition to enhance state preschool programs and expand access to high-quality preschool for

four-year-olds in high- need communities to model the President‘s Preschool for All vision.

Promoting Access to Child Care for Workers in Job Training Programs: DOL will make funds

available for technical skill training grants to provide low-wage individuals opportunities to

advance in their careers in in-demand industries, with $25 million of the competition focused on

addressing barriers to training faced by those with childcare responsibilities. These funds will

give more working families a path to secure, higher wage jobs by addressing the significant

barriers related to finding and acquiring affordable, high quality child care -- including

emergency care -- while attending skills training programs.

Supporting State Paid Leave Programs: Every o ne of President Obama‘s budgets included a

State Paid Leave Fund ($105m in FY15) that would help States with the start-up costs of creating

their own paid leave programs. In June of 2014, DOL targeted funds for Paid Leave Analysis
Grants to fund up to five states to conduct research and feasibility studies that could support the

development or implementation of state paid leave programs.

Ensuring Minimum Wage and Overtime Protections for Home and Personal Care Workers: In

September 2013, the Administration released a final rule to provide minimum wage and overtime

protections for workers who are employed providing in- home care services for the elderly, the ill

and individuals with disabilities. This rule will help ensure that the nearly two million workers in

this industry -- roughly 90% of whom are women, and a large portion of them women of color --

earn fair wages for a hard day‘s work.

Attracting and Retaining Women and Girls in STEM: Building a pathway to high-paying, high-

skilled jobs for women and girls, the Administration has featured competitive preference for

inspiring and engaging girls in science, technology, engineering, and mathematics (STEM)

through the President‘s $4.35 billion Race to the Top program, the 2013 Youth Career Connect

grants to redesign high schools so that students complete prepared for college and career, and

additional education reform programs. Federal agencies have deployed their STEM workforce

and have partnered with the private sector to increase mentorship of girls and women in STEM,

for example, by DOE forming new partnerships with 100kin10 and US2020 to reach classrooms

and mentors, respectively, with their Women @ Energy series profiling women in STEM careers

to inspire the next generation of energy scientists and engineers. Supporting and retaining

America‘s female scientists and engineers was a focus of the June 2014 White House Summit on

Working Families at which NSF announced implementation nearly a year ahead of schedule of

cost allowance policies for childcare at professional conferences that lesson the challenges for
working families and NIH released a comprehensive summary of research on barriers and

opportunities to attract and retain women in biomedical science careers and is using that

evidence base to guide Administration policies to broaden participation and success of women in

STEM fields.

Tax Credits for Working Families: Early in his Administration, President Obama pus hed for

significant improvements to tax credits for working families, which Congress extended on a

bipartisan basis through 2017. These improvements include expansions to the Earned Income

Tax Credit (EITC) and Child Tax Credit, which strengthen work incentives and help parents

afford the costs of raising a family, and the creation of the American Opportunity Tax Credit,

which helps working and middle-class families pay for college. Together, these improvements

provide about $25 billion in tax relief to 26 million families every year.

The Federal Government as a Model Employer: To strengthen the government‘s position as a

model employer for working families, in 2014 President Obama signed a Presidential

Memorandum to support executive departments and agencies in their efforts to better utilize

existing and develop new workplace flexibilities and work- life programs, including making

Federal employees aware of their right to request work schedule flexibilities. Additionally, in

2010 President Obama signed the Telework Enhancement Act which requires Federal agencies

to promote the use of telework. Furthermore, in 2010 the President signed legislation

establishing an Office of Minority and Women Inclusion in the Department of Treasury, the

Office of the Comptroller of the Currency, the Federal Deposit Insurance Corporation (FDIC),

the Federal Housing Finance Agency (FHFA), each of the Federal Reserve Banks, the Federal
Reserve Board, the National Credit Union Administration, the Securities and Exchange

Commission (SEC), and the Consumer Financial Protection Bureau (CFPB). Each office is

responsible for all matters of its agency related to diversity in management, employment and

business activities.

Supporting Mothers Who Choose to Breastfeed: As a result of the Affordable Care Act that

President Obama signed into law, many women will now be provided reasonable break times

and space at work to express breast milk, up until a child‘s first birthday. The U.S. Surgeon

General also launched a nationwide effort to support mothers who are breastfeeding. In addition,

USDA‘s Supplemental Nutrition Program for Women, Infants and Children (WIC) program has

provided nutrition assistance and breastfeeding support to more than two million low-income

pregnant, breastfeeding and postpartum women, as well as to their children.

Expanding Women's Access to Quality, Affordable Health Care: Preventing Insurance

Companies from Denying Coverage or Raising Premiums Based on Gender or Pre-Existing

Conditions, Including Pregnancy: The Affordable Care Act (ACA) ensures that every American

can access high-quality, affordable coverage, providing health insurance to millions of

Americans. More than 4.3 million women and girls enrolled in coverage through the Health

Insurance Marketplace in the first historic open enrollment period, and many more gained

coverage through Medicaid. In addition, as of 2012, 1.1 million women between the ages of 19

and 25 who would have been uninsured currently receive health coverage under a parent‘s health

insurance plan or through an individually purchased health insurance plan.

Making Women‘s Preventive Health Care Affordable, Including Contraception: Thanks to the

Affordable Care Act, most insurance plans must cover preventive services including

contraception, mammograms, HIV testing and counseling, domestic violence counseling, and

testing for gestational diabetes with no deductibles, copayments, or coinsurance. As of June

2014, due to the Affordable Care Act, 29.7 million women are estimated to have access to

expanded preventive services coverage in private insurance plans.

Protecting Women‘s Access to Reproductive Health Services: President Obama has consistently

supported and defended Title X family planning clinics, proposing funding increases for these

clinics above prior year levels in each year of his Administration. For many women, a family

planning clinic is their entry point into the health care system and is their primary source of care.

These services are highly cost-effective, saving $4 for every $1 spent.

Preventing Teen Pregnancy and Supporting Pregnant and Parenting Students: As part of his FY

2015 Budget, the President included $105 million to support community efforts to reduce teen

pregnancy. Additionally, $7 million in Public Health Service Act evaluation funding is included

for the evaluation of teen pregnancy prevention activities. Teen pregnancy funding will be used

for replicating programs that have proven effective through rigorous evaluation to reduce teenage

pregnancy; for research and demonstration grants to develop, replicate, refine and test additional

models and innovative strategies; and for training, technical assistance, and outreach. In addition,

in June 2013, the Department of Education‘s Office for Civil Rights issued a Dear Co lleague

Letter and Pamphlet on ―Supporting the Academic Success of Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972‖ (June 25, 2013) to help support pregnant

and parenting students.

Improving Maternal and Child Health Outcomes: The Administration launched the Maternal

Infant, and Early Childhood Home Visiting (MIECHV) Program, which supports voluntary,

evidence-based home visiting programs for at-risk families during pregnancy and children‘s

early years of life in over 700 communities and in all 50 states. In March 2014, Congress

allocated $400 million through the Protecting Access to Medicare Act, to provide grants to

support states that encourage positive parenting, help prevent child abuse and neglect, and

promote child development and school readiness.

Expanding Opportunities for Women-Owned Businesses: ◦ Increasing Access to Credit for

Women Business Owners: The President has expanded Small Business Administration (SBA)

loans, which are three to five times more likely to be made to minority- and women-owned

businesses than conventional small business loans made by banks. Between January 2009 and

December 2013, SBA made 57,831 loans worth $17.2 billion to women-owned businesses. In

2013 alone, SBA made $3.8 billion in capital available to women, a 31% increase since 2009.

Expanding Access to Federal Contracting for Women Business Owners: The Administration has

implemented the Women-Owned Small Business Federal Contract program, which helps level

the playing field for women-owned small businesses in over 300 industries where women are

underrepresented by giving them greater access to Federal contracting opportunities. In FY 2012,

SBA awarded $16.2 billion of federal small business eligible contracting dollars to WOSBs. The
National Defense Authorization Act of 2013 removed the caps on the contracts that were eligible

for this program, and in 2013 SBA worked quickly to implement the cap removal, allowing

contracting officers to set aside contracts with higher dollar amounts.

Protecting Women From Violence: Combating Sexual Assault on College Campuses: On

January 22, 2014 the President signed a Presidential Memorandum establishing a White House

Task Force to Protect Students from Sexual Assault. On April 29, 2014, the Task Force released

its first 90-days report with recommendations and actions focused on helping schools identify the

extent of sexual assault on their campuses through climate surveys, developing evidence-based

prevention strategies to prevent sexual assault, helping schools to respond effectively when a

student is sexually assaulted, providing training for school officials, and improving and making

more transparent federal enforcement efforts. The Office on Civil Rights at the Department of

Education has ramped up enforcement of federal civil rights laws and raised the visibility of

federal investigations at colleges and universities. The Department of Justice‘s (DOJ‘s) Office

on Violence Against Women (OVW) has provided critical grants, training and support to help

schools develop comprehensive sexual assault prevention and response programs. DOJ‘s Civil

Rights Division has vigorously enforced civil rights laws prohibiting sex discrimination on

campus and in communities, including sexual assault and harassment, resulting in landmark

agreements over the last two years that provided robust and comprehensive protections for

students from sexual assault and gender biased policing.

Improving the Response to Rape and Sexual assault: The Obama Administration developed an

unprecedented response to rape and sexual assault. In 2011, the National Institute of Justice
developed pilot projects to address the backlog of rape kits in targeted cities. In 2012, the

Department of Justice modernized the FBI‘s Uniform Crime Report definition of rape, which

will lead to a more comprehensive statistical reporting of rape nationwide. For the first time,

rapes of men and boys will be included in our national crime statistics. The old definition- which

only covers rape of women by force- did not capture the true impact of this crime. President

Obama‘s 2015 budget proposes additional funds to further improve the response to rape and

sexual assault by testing more rape kits, developing cold case units to investigate these crimes,

and developing trauma-informed law enforcement practices.

The Violence Against Women Act (VAWA). Authored by then-Senator Biden in 1994, VAWA

provides resources for states and local communities to improve the criminal justice response to

violence against women and to support victim services. On March 7, 2013, President Obama

signed the Violence Against Women Reauthorization Act (VAWA) of 2013, which includes

provisions that support the sovereignty of American Indian and Alaska Native tribes and hold

perpetrators accountable – a necessary step to reducing violence against Native women. The

reauthorization of VAWA also ensures that lesbian, gay, bisexual and transgender survivors have

access to the services they need and deserve; protecting victims in publicly subsidized housing

from evictions or denials of housing because of the violence they have experienced; and adds

protections for college students. Altogether, VAWA authorizes nearly $500 million each year,

administered by the Office on Violence Against Women, to reduce domestic violence and sexual

assault.
Addressing the Intersection of Violence and HIV/AIDS: In 2012, President Obama issued a

Presidential Memorandum creating the Federal Working Group on HIV/AIDS, Violence Against

Women, and Gender-related Health Disparities. Women make up a quarter of the domestic

HIV/AIDS epidemic, with Black and Latina women accounting for over three quarters of the

new HIV infections annually. Studies show that more than half of all HIV-positive women have

experienced violence in their lifetime. In 2013, the interagency federal working group developed

a 56-point action plan, with a focus on women of color, to improve screening for intimate partner

violence (IPV) and HIV, address violence and trauma among HIV positive women in c are,

expand HIV and IPV outreach, education, and prevention, and promote increased research

around HIV and women/girls.

Leading by Example in the Federal Workplace: Many victims of domestic violence report being

harassed at work, and the CDC estimates that domestic violence costs our national economy

more than 8 billion dollars a year in lost productivity and health care costs alone. Employers can

make a difference by supporting victims and ensuring safe workplaces. To lead by example,

President Obama announced new efforts to help combat and prevent domestic violence in the

federal workplace. In April 2012, the President directed federal agencies to develop policies to

address the effects of domestic violence and provide assistance for employees who may be

experiencing domestic violence. These policies will also serve as a model for private sector

employers.

Preventing Teen Dating Violence: In 2011, Vice President Biden created the 1 is 2 Many

Campaign to raise awareness about teen dating violence and sexual assault. That same year, the
Office on Violence Against Women (OVW) at the Justice Department provided funding for the

National Dating Abuse Helpline to use the latest technology to be available around the clock by

text, online chat, or phone so that teens and young adults can reach out in the way they feel most

comfortable. OVW also provided grants to help middle and high schools address dating violence

by training school administrators, faculty, and staff; developing school-wide policies; providing

support services; creating effective prevention strategies; and collaborating with local victim

service providers. In 2013, the Department of Education sent an important Dear Colleague letter

to school districts around the country urging them to address gender-based violence and

providing training materials that can help.

Funding Culturally Specific Programs: Under the Violence Against Women Act (VAWA), the

Department of Justice funds grants to provide culturally specific services in underserved

communities. Through these grants, community-based providers partner with domestic violence

and sexual assault programs to develop services that are relevant and driven by community

needs. Over the past five years, the Department has provided $43 million in grants to develop

these services. In 2012, the Department created a priority focus on underserved African

American communities, and the Department funds national training and technical assistance

efforts through the National Organization of Sisters of Color Ending Sexual Assault and the

Institute on Domestic Violence in the African American Community. The Department of Health

and Human Services also funds the Institute on Domestic Violence in the African American

Community and the National Latin@ Network to advance effective, culturally specific remedies

for domestic violence.

Combatting Human Trafficking at Home and Abroad: In March 2012, President Obama directed

his Cabinet to redouble the Administration‘s efforts to eliminate human trafficking, which

afflicts people around the world and here at home, including millions of women and girls.

Building from the strong record of the President‘s Interagency Task Force to Monitor and

Combat Trafficking in Persons and its member agencies, the Administration has announced a

series of new commitments to combat human trafficking at home and abroad. These

commitments stem from a strategic framework focused on raising public awareness; educating

first responders and law enforcement; increased prosecution of traffickers; protecting survivors

through comprehensive social services; and partnering with civil society, state and local

government, the private sector, and faith-based organizations to maximize resources and

outcomes. Key Administration initiatives include Executive Order (EO) 13627, which

strengthens protections against human trafficking in federal government contracts; the first ever

Federal Strategic Action Plan on Services for Victims of Human Trafficking in the United States,

to ensure that all victims of human trafficking in the United States are identified and have access

to the services they need to recover and to rebuild their lives; and the report of the President‘s

Advisory Council on Faith-based and Neighborhood Partnerships entitled, ―Building

Partnerships to Eradicate Modern-Day Slavery,‖ demonstrating the commitment of a

distinguished set of civic and religious leaders to strengthen and expand partnerships with

government to prevent and combat trafficking.

Ensuring Justice for Women and Girls: Protecting the Rights of Young Women of Color: The

Department of Justice‘s Civil Rights Division has been re- invigorated over the past five years,

and much of its work has protected the constitutional and statutory rights of women, often young
women of color. Among a significant body of work, the Division has used the Fair Housing Act

to protect women from severe and pervasive sexual harassment by landlords. These victims are

typically low- income women with few housing options who are subjected to repeated sexual

advances and/or sexual assault. The Division has also worked to help combat violence against

women. For example, after investigating the New Orleans Police Department (NOPD), the

Division found that NOPD was failing to properly investigate violence against women. The

Division expressed similar concerns about the Puerto Rico Police Department and Maricopa

County (AZ) Sheriff‘s Office.

The Division has also entered into groundbreaking settlements with school districts and police

departments to disrupt the school to prison pipeline by addressing racial discrimination in school

discipline after finding that black students received far harsher consequences than white students

for comparable misbehavior. We know this work has a significant impact on girls of color,

because the Department of Education‘s most recent Civil Rights Data Collection found that

nationwide, black girls are suspended at higher rates (12%) than girls of any other race or

ethnicity and most boys; American Indian and Native-Alaskan girls (7%) are suspended at higher

rates than white boys (6%) or girls (2%).

Improving the Juvenile Justice System‘s Response to Girls: The number of girls arrested has

grown by 50 percent since 1980; and Native American girls are four times more likely, and

African American girls are three times more likely, to be incarcerated than white girls. To help

address this disparity, the Office of Juvenile Justice and Delinquency Preventio n (OJJDP)

supported multiple projects to better meet the needs of girls in the juvenile justice system.
Projects include an effort to improve services for system- involved girls and develop gender-

responsive, trauma- informed policies and practices, as well as a study to better understand the

impact of juvenile justice system involvement on adolescent maturation, trajectories of

delinquency, and young adult adjustment among females. OJJDP will also evaluate the Young

Women Leaders Program, a one-on-one and group-based mentoring program to prevent

delinquency and related outcomes in at-risk girls.

Addressing Racial Disparities in School Discipline Policies: Schools should provide pathways to

opportunity, yet African American, American Indian and Native Alaskan girls receive out-of-

school suspension at higher rates than other girls and most boys, increasing the likelihood that

they will become involved in the juvenile justice system. In 2014, the Department of Justice and

the Department of Education launched the Supportive School Discipline Initiative to disrupt the

―school- to-prison pipeline‖ and ensure that no child‘s future is diverted or derailed by school

discipline policies.

Providing Educational Stability for Youth in Foster Care: In May 2014, as part of National

Foster Care Month, The Department of Education and the Department of Health and Human

Services released a letter emphasizing the role Local Educational Agencies (LEAs) play in

partnership with child welfare to increase educational stability for children in the foster care

system. In any given year, there are approximately 400,000 children in foster care,

approximately half of whom are girls. Youth in foster care face unique and compounded

challenges, especially when it comes to education – they are at high-risk of dropping out of
school and are unlikely to attend or graduate from college. Ensuring educational stability is a

crucial step in helping the most vulnerable among us.

Supporting Women in the Military and Women Veterans: Expanded Health Care and Outreach

for Women Veterans and Service Members: With 2.2 million women Veterans in America, VA

is working to provide comprehensive health care for women Veterans, including 141 full-time

Women Veterans Program Managers at every VA health care system.

Women Veterans Program: In September 2012, VA launched a new Department-wide Women

Veterans Program (WVP) to better coordinate and enhance access to, and delivery of, VA

benefits and services for women Veterans. In the first year, this new WVP structure has

improved collaboration and consistency in Department-wide operational activity, as well as

engagement with, and communication to, women Veterans. Further, through the WVP, VA

deployed innovative and evidence-based employee training that has improved understanding of

women‘s military contributions and raised awareness of the importance of cultural competency

in providing quality services to Veterans.

Supporting Women in the Military and Women Veterans by Opening Ground Combat Positions

to Women. In February 2012, the Department of Defense announced its intention to eliminate the

―co- location exclusion‖ barring women U.S. military service members from being co- located

with ground combat units, a change that opened over 13,000 new positions to women soldiers. In

January 2013, the Department of Defense (DoD) announced rescission of the 1994 Direct

Ground Combat Definition and Assignment Rule prohibiting assignment of women to direct
ground combat units below the brigade level, and directed the opening of all remaining closed

units and positions consistent with the Joint Chiefs‘ Guiding Principles by January 1, 2016. The

decision opens up about 237,000 positions to women -- 184,000 in combat arms professions and

53,000 assignments that were closed based on unit type.

Eliminating Military Sexual Assault: In May 2013, the President directed the Department of

Defense to exponentially step up it‘s game in addressing the rates of sexual assault in the

military. Since that time, the Secretary of Defense anno unced 26 executive actions, including the

implementation of the Special Victim's Counsel Program which provides legal representation to

victims of sexual assault. The Administration worked with Congress to reform the military

justice system to improve victim's rights and hold offenders appropriately accountable. To

determine what progress has been made and where to focus future efforts, in December 2013, the

President directed the DOD to provide him a report assessing their progress towards eliminating

sexual assault in the military.

Supporting Women and Girls Worldwide: ◦ Advancing Women‘s Economic Empowerment: The

United States is leading new efforts in a range of multilateral forums to advance women‘s

economic empowerment and help spur economic growth worldwide, from brokering new

commitments to increase female labor force participation in the G20 to increasing women‘s

entrepreneurship in the Asia Pacific Economic Cooperation (APEC) forum. The Administration

has launched several signature regional programs to drive reforms and investments, including the

APEC Women and the Economy initiative, the Women‘s Entrepreneurship in the Americas

(WEAmericas) initiative, and the African Women‘s Entrepreneurship Program (AWEP). In

2009, the Administration launched the Feed the Future initiative to advance food security

worldwide, with a priority focus on women agricultural producers as critical drivers of economic

growth.

Promoting the Health of Women and Families: President Obama placed women, girls, and

gender equality at the heart of his global health agenda, including through the Global Health

Initiative (GHI). The President‘s Emergency Plan for AIDS Relief (PEPFAR) has ensured a

comprehensive approach to gender issues in HIV prevention, treatment, and care, including

working to provide access to life- long anti-retroviral treatment for both mothers and their

children. In January 2009, President Obama rescinded the Mexico City Policy which denied

federal funds to health care and aid organizations that used non-U.S. government funding to

perform or offer information about abortion services. USAID advances and supports voluntary

family planning programs in more than 45 countries across the globe. In FY 2013 for example,

USAID's family planning programs reached more than 84 million women and averted 21 million

unintended pregnancies, preventing 15,000 maternal deaths and saving the lives of more than

230,000 infants. The U.S. Government has also restored funding to the UN Population Fund

(UNFPA), providing over $200 million in funding since 2009 to the largest multilateral provider

of family planning and reproductive health information and services with programs in 150

countries.

Empowering Women as Equal Partners in Preventing Conflict and Building Peace: On

December 19, 2011, the Obama Administration released Executive Order 13595 and the U.S.

National Action Plan on Women, Peace, and Security to support women‘s voices and
perspectives in decision- making in countries threatened and affected by war, violence, and

insecurity. Policies and programs work to strengthen prospects for peace and security through

the empowerment and protection from violence of women and girls in countries affected by

crisis, insecurity, and political transition. As part of this effort, the U.S. launched the Safe from

the Start initiative in 2013 to better address the needs of women and girls and other groups at risk

of GBV in emergencies.

Addressing Gender-based Violence: On August 10, 2012, President Obama issued Executive

Order 13623 directing departments and agencies to implement the first ever United States

Strategy to Prevent and Respond to Gender-based Violence Globally. The Department of State

and USAID have led the United States‘ work to prevent and respond to gender-based violence by

ensuring that this issue is integrated in diplomacy and development efforts.

Creating a New Multilateral Partnership on Women‘s Political and Economic Participation: The

Administration launched the Equal Futures Partnership in September 2012, whic h brings

together partner countries from around the world to break down barriers to women‘s political and

economic empowerment in their countries through legal, regulatory and policy reforms. U.S.

commitments to the partnership have focused on supporting women entrepreneurs and civic

education and leadership development for women and girls.

Gende r Equity in Education Demographics

Prekindergarten A snapshot of 2009-10 NCES data shows the composition of students enrolled

in prekindergarten.
Girls represent 46% of the 1.1 million students enrolled in prekindergarten. Data from the U.S.

Census Bureau also shows that, in October 2010, 38% of 3-, 4- or 5-year-old males participated

in nursery school programs, compared to 36% of girls of the same age. Elementary and

Secondary Education

 Girls represent 49% of students in elementary and secondary education.

 57% of students in postsecondary education are women.

Gifted & Talented Education: Since 1976, girls enrolled in gifted and talented education

programs have outnumbered boys enrolled. In 2009, 8.1% of girls participated in gifted and

talented education programs, compared to 7.4% of boys.

Retention by Grade Level: Girls are less likely than boys to be held back one year. Girls

represented 39% of students retained across all grade levels and only 36% of middle school

students (grades 6-8) retained in 2009-10.

Algebra I Enrollment by Grade Level and Gender: 30% of the girls taking Algebra I did so in

grades 7 or 8, compared to 27% of boys. A greater percentage of the girls in 7 or th8 grade (20%)

are taking Algebra I compared to boys (18%).

Enrollment in Science Courses by Gende: Girls are evenly represented in biology and outnumber

boys in chemistry, but are underrepresented in physics.

Enrollment in Math Courses by Gender: Girls are equitably represented in rigorous high school

math courses. Across the CRDC sample: 1.4 million girls are enrolled in geometry. 1.1 million

girls are enrolled in Algebra II. 200,000 girls are enrolled in calculus.

AP Enrollment by Gender : Girls outnumber boys in enrollment in AP science, AP foreign

languages, and several other AP subjects. In AP mathematics (calculus and statistics), however,

boys have consistently outnumbered girls by up to 10,000 students.

AP Test-Passing by Gender and Race: Boys take AP tests and pass AP tests at a higher rate than

girls. In fact, 73% of boys enrolled in an AP course took an AP e xam, compared to 70% of girls.

60% of boys passed an AP exam, compared to 55% of girls. Both white and African-American

girls are passing AP tests at a lower rate than male peers.

Career and Technical Education: Despite women‘s gains in some nontraditional fields as a

whole, the rate of female enrollment in certain career clusters remains at persistently low levels.

In 2009-2010, females made up less than 25% of participants in science, technology,

engineering, and math programs nationally. (21% at the secondary level and 24% at the

postsecondary level).

Postsecondary Education: Enrollment Data from the Digest of Education Statistics reveal that

in1972 females represented 43.1% of fall enrollment in degree- granting institutions, compared to

57.0% in 2010.
Postsecondary Degree Attainment: In 2009-10, females represented 57.4% of students receiving

a bachelor‘s degree and 62.6% of students receiving a master‘s degree. Degrees and Certificates

in STEM Fields Between 2000-01 and 2008-09, the number of degrees and certificates awarded

in science, technology, engineering and mathematics (STEM) fields to women at degree-granting

institutions increased by 5.9 percent. However, in 2008-09, 31.0% of the degrees and certificates

in STEM fields were earned by women.

Discipline Rates by Race and Gender: Girls of all races are suspended out-of-school at lower

rates than boys of the same race. However, African-American girls are suspended at higher rates

than Latino, Asian/Pacific Islander and white boys.

Bullying and Harassment: Girls represented 55% of the nearly 62,000 students in the sample

reported to have been bullied or harassed on the basis of sex. Boys represented 79.6% of the

92,000 students in the sample disciplined for bullying or harassment on the basis of sex.

High School Sports: Across the CRDC sample, girls represented 42% of the interscholastic

athletics participants and 49% of enrollment in schools. 35% of the schools offering

interscholastic athletics reported a gap of 10 percentage points or more between the percentage

of girls enrolled and the percentage of athletes who are girls. 7% of the schools offering

interscholastic athletics reported a gap of 20 percentage points or more. Of the over 10,000

schools in the CRDC sample that offer single-sex interscholastic athletics, 57% offered fewer

athletic teams for girls than boys.

Link: https://www.whitehouse.gov/administration/eop/ostp/women
The STEM Workforce
Science and engineering graduates earn more per year when they are employed in STEM

occupations. Among science and engineering graduates that worked full- time, year-round, men

earned $85,000 per year compared with $58,800 among women. The gender earnings gap

narrows when comparing science and engineering graduates employed in a STEM occupation,

indicating that STEM employment boosts earnings among women more than among men.

Women employed in STEM earn about $16,300 more per year compared with women trained in

science and engineering but not employed in STEM. While Asians earned the most in the total

workforce ($80,700), and among the most in the STEM workforce ($89,500), STEM

employment provides a larger earnings gain among Blacks, Hispanics, and those who report

Some Other Race, increasing their earnings by $17,000,$18,300, and $22,500 per year,

respectively.

Women‘s representation in STEM occupations has increased since the 1970s, but they remain

significantly underrepresented in engineering and computer occupations, occupations that make

up more than 80 percent of all STEM employment. Women‘s representation in computer

occupations has declined since the 1990s.

Among science and engineering graduates, men are employed in a STEM occupation at twice the

rate of women: 31 percent compared with 15 percent. Nearly 1 in 5 female science and

engineering graduates are out of the labor force, compared with less than 1 in 10 male science

and engineering graduates.

The most recent decades show less growth in STEM employment among younger women. Most

of the growth in women‘s share of STEM employment among those under the age of 40 occurred

between 1970 and 1990.

About 41 percent of Asians with a science or engineering degree are currently employed in a

STEM occupation, followed by individuals who self- identify as Two or More Races (24 percent)

and non-Hispanic White (23 percent).

Blacks and Hispanics have been consistently underrepresented in STEM employment. In 2011,

11 percent of the workforce was Black, while 6 percent of STEM workers were Black (up from 2

percent in 1970). Although the Hispanic share of the workforce has increased significantly from

3 percent in 1970 to 15 percent in 2011, Hispanics were 7 percent of the STEM workforce in

2011.

Occupations

Although women make up nearly half of the working population, they remain underrepresented

in STEM occupations. In 2011, 26 percent of STEM workers were women and 74 percent were

men. There has been uneven growth in women‘s representation in STEM occupations since the

1970s. In 1970, women were 3 percent of engineers, 14 percent of life and physical scientists, 15

percent of mathematical and computer workers, and 17 percent of social scientists.

By 2011, women‘s representation had grown in all STEM occupation groups. However, they

remained significantly underrepresented in engineering and computer occupations, occupations

that make up more than 80 percent of all STEM employment. In fact, women‘s representation in

computer occupations has declined since the 1990s. This mirrors the decline in women‘s share of

bachelor‘s degrees in computer science awarded since the 1980s.

Women‘s underrepresentation in STEM is a result of their significant underrepresentation in

engineering and computer occupations, rather than math and science occupations. While

women‘s representation has continued to grow in math and science occupations since the 1970s,

growth has tapered off in engineering since 1990. In 2011, women were 13 percent of engineers,

27 percent of computer professionals, 41 percent of life and physical scientists, 47 percent of

mathematical workers, and 61 percent of social scientists.

STEM Employment by Race and Hispanic Origin

The non-Hispanic White and Asian populations were overrepresented among STEM workers in

2011. About 67 percent of the total workforce was non-Hispanic White, but they held 71 percent

of STEM jobs. Asians held 15 percent of the STEM jobs compared with 6 percent of all jobs.

Blacks, American Indians and Alaska Natives, and those of Some Other Race were

underrepresented in STEM. Blacks held 6 percent of STEM jobs, American Indians and Alaska

Natives held 0.4 percent of STEM jobs, and those of Some Other Race held 1 percent of STEM

jobs. Hispanics were also underrepresented in STEM occupations. Although they made up about

15 percent of the workforce, they held 7 percent of STEM jobs. The estimates for Black and

Hispanic employment in STEM occupations are not statistically different.

Racial and ethnic representation differs by detailed STEM occupation. Although the average

racial and ethnic distribution of the STEM workforce is 71 percent non-Hispanic White, 15

percent Asian, 6 percent Black, and 7 percent Hispanic, the distribution varies in any given

STEM occupation.

Using software developer, the largest STEM occupation, as an example, Asian workers are

overrepresented, while non-Hispanic Whites, Blacks, and Hispanics are underrepresented. About

30 percent of software developers are Asian, while Asians make up 15 percent of STEM

occupations. About 59 percent of software developers are non-Hispanic White, 5 percent are

Black, and 4 percent are Hispanic.

Asian and Hispanic employment in STEM occupations has been growing since 1970, as has their

overall workforce share. While the percentage of STEM workers who are non-Hispanic White

declined from 94 percent in 1970 to 71 percent in 2011, the share has mirrored the decline in the

non-Hispanic White share of the workforce.

Blacks and Hispanics have been consistently underrepresented in STEM occupations since 1970.

In 2011, 11 percent of the workforce was Black, but their workforce share of STEM occupations

was 6 percent (up from 2 percent in 1970). Although the Hispanic share of the workforce has

increased significantly, from 3 percent in 1970 to 15 percent in 2011, Hispanics made up 7

percent of the STEM workforce. The Hispanic share of STEM occupations has not kept pace

with the increase in the Hispanic share of the workforce.

Asians have been consistently overrepresented in STEM occupations. In 1970, Asians were 1

percent of the workforce, but 2 percent of the STEM workforce. In 2011, Asians remained

significantly overrepresented, accounting for 15 percent of STEM workers and 6 percent of the

total workforce.

Women and Black and Hispanic workers are underrepresented in STEM occupations. One

explanation out of many is that these workers are less likely to have a science or engineering

background that would facilitate STEM employment. Although women are 53 percent of college

graduates, they are 41 percent of science and engineering graduates. Of science and engineering

fields of study, women are most likely to be found in multidisciplinary science studies (71

percent).

Based on first listed field of bachelor‘s degree: About 71 percent of science and engineering

graduates are non-Hispanic White, 14 percent are Asian, 7 percent are Black, and 7 percent are

Hispanic.

Relative to their share of college graduates, Blacks and non-Hispanic Whites are

underrepresented, Asians are overrepresented, and Hispanics are about equally represented

among science and engineering majors. The estimates for Blacks (7.1 percent) and Hispanics

(6.8 percent) round to 7 percent but are statistically different. The estimates for Hispanic

bachelor‘s degree holders and science and engineering graduates are not statistically different.
From this point forward, to be considered a science and engineering graduate, a person must

have listed at least one science and engineering major for field of bachelor‘s degree, but it does

not have to be the first listed major.

The majority of workers with a science or engineering degree are not currently employed in a

STEM occupation. Only 1 in 4 science and engineering graduates are currently employed in a

STEM occupation. Younger workers are more likely to be employed in a STEM occupation than

older workers. About 27 percent of workers under the age of 45 with a science or engineering

degree are employed in a STEM occupation.

Employment in STEM occupations among science and engineering graduates also varies by race

and Hispanic origin. Among science and engineering graduates, Asians are the most likely to be

in a STEM occupation. About 41 percent of Asians with a science and engineering degree are

currently employed in a STEM field, followed by individuals who self identify as Two or More

Races (24 percent) and non-Hispanic White (23 percent).

Men make up the majority of science and engineering graduates. About 61 percent of science

and engineering graduates were men. Of these, 31 percent were employed in a STEM occupation

and made up 76 percent of the STEM workforce. In contrast, women made up 39 percent of

science and engineering graduates and 15 percent were employed in a STEM occupation,

accounting for 24 percent of the STEM workforce.

Even among science and engineering graduates, men were employed in a STEM occupation at

about twice the rate of women. The estimates for Two or More Races and non-Hispanic White

are not statistically different.

Link: http://www.census.gov/prod/2013pubs/acs-24.pdf
NSF Scholarships in Science, Technology, Engineering,
and Mathematics Program (S-STEM)

A well- educated science, technology, engineering, and mathematics (STEM) workforce is a

significant contributor to maintaining the competitiveness of the U.S. in the global economy.

The National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and

Mathematics (S-STEM) program addresses the need for a high quality STEM workforce in

STEM disciplines supported by the program and for the increased success of low- income

academically talented students with demonstrated financial need who are pursuing associate,

baccalaureate, or graduate degrees in science, technology, engineering, and mathematics

(STEM).

Recognizing that financial aid alone cannot increase retention and graduation in STEM, the

program provides awards to Institutions of Higher Education (IHEs) to fund scholarships and to

advance the adaptation, implementation, and study of effective evidence-based curricular and co-

curricular activities that support recruitment, retention, transfer (if appropriate), student success,

academic/career pathways, and graduation in STEM. The S-STEM program encourages

collaborations among different types of partners: Partnerships among different types of

institutions; collaborations of STEM faculty and institutional, educational, and social science

researchers; and partnerships among institutions of higher education and local business and

industry, if appropriate.
The program seeks: 1) to increase the number of low- income academically talented students with

demonstrated financial need obtaining degrees in STEM and entering the workforce or graduate

programs in STEM; 2) to improve the education of future scientists, engineers, and technicians,

with a focus on academically talented low- income students; and 3) to generate knowledge to

advance understanding of how factors or evidence-based curricular and co-curricular activities

affect the success, retention, transfer, academic/career pathways, and graduation in STEM of

low- income students. The STEM disciplines supported by the S-STEM program include:

•Biological sciences (except medicine and other clinical fields);

•Physical sciences (including physics, chemistry, astronomy, and materials science);
•Mathematical sciences;
•Computer and information sciences;
•Geosciences;
•Engineering; and
•Technology areas associated with the preceding disciplines (for example, biotechnology,
chemical technology, engineering technology, information technology, etc.)

The S-STEM program particularly encourages proposals from 2- year institutions, Minority

Serving Institutions (MSIs), Historically Black Colleges and Universities (HBCUs), Hispanic

Serving Institutions (HSIs), tribal colleges, and urban public and rural institutions.

This program provides educational opportunities for Undergraduate Students. This program

provides indirect funding for students at this level or focuses on educational developments for

this group such as curricula development, training or retention. To inquire about possible funding

opportunities not directly from NSF, please look at the active awards for this program.

Link: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5257
What Has Been Funded: Recent Awards Made Through This Program

 ACES: A scholarship program for atmospheric and computer science exploratory

scholars

 Assessing by design: Unpacking the role of formative assessment in student learning

 Broadening Opportunities for Biologists by Bridging the Gap for Transfer Students

 Broadening Participation and Increasing the Success of Low-Income Students in Science,

Technology, Engineering, and Mathematics: A Knowledge Exchange Workshop

 Chemistry First Scholars: Supporting At-Risk First-Generation Students in Chemistry

 Collaborative Project: Workshops and Learning Communities for Physics and Astronomy

Faculty

 Collaborative Research: Examining the Development of Student Reasoning Skills

Through Scaffolded Physics Instruction

 Collaborative Research: Geodesy curriculum for the 21st century, innovative science for

addressing societally critical issues

 Collaborative Research: Integrating Sustainability Grand Challenges and Systems

Thinking into Engineering Curriculum

 Collaborative Research: Maplets for Calculus (M4C)

 Collaborative Research: The Redshirt in Engineering Consortium

 Collaborative Research: Transforming the Organic Chemistry Experience: Development,

Implementation and Evaluation of Studio-Based Modules

 Collaborative Research: Undergraduate Students' Epistemology and Expectations of

Experimental Physics
 Collaborative Research: Using Tree Rings to Develop Critical Scientific a nd

Mathematical Thinking Skills in Undergraduate Students

 Communication, Access, and Persistence Among Deaf and Hard of Hearing Students in

Foundational Statistics Courses

 COMPASS: CoOrdinated Math-Physics Assessment for Student Success

 Creating Opportunities & Access in Science and Technology

 Developing, Implementing, and Studying an Urban Field-Based Course to Improve

Learning Outcomes in Undergraduate STEM Disciplines

 Development and Validation of Assessments for Industry-Valued Professional and

Technical Learning Outcomes in Engineering Education

 Electrical Engineering Scholars at Suffolk University

 Enhancing Professional Development through a Mentoring Scholarship Program

 Ethics in Science, Technology, Engineering and Mathematics Program

 EXP: Collaborative Research: PerSketchTivity- Empowering and Inspiring Creative,

Competent, Communicative, and Effective Engineers through Perspective Sketching

 Flying with IBIS: Integrated Biology and Inquiry Skills

 Gateway Scholarships in Biological Sciences

 Graduate Bridge Program for Highly Achieving Engineering and Computer Science

Students

 Growing the Community College Pipeline for Careers in Civil, Chemical, and Ocean

Engineering through the FITS-STEM Program

 iCREAT: A pathway to middle-skill positions through the Introduction to Coding,

Robotics, Electronics, And Technology

 Identifying and Addressing Mathematical Difficulties in Introductory Physics Courses

 Improving and Assessing Student Learning in an Inverted STEM Classroom Setting

 Improving Students' Problem-solving in Engineering Dynamics Through Interactive

Web-based Simulation and Animation Modules

 Improving Undergraduate Engineering Education through Student-Centered, Active and

Cooperative Learning

 Improving Undergraduate Engineering Education through Student-Centered, Active and

Cooperative Learning

 Increasing Access and Diversity in STEM Programs

 Increasing Diversity in Engineering Through Real- Life Applications of Engineering

 Increasing Diversity in the Sciences II

 Integration of Experiential Learning to Develop Problem Solving Skills in Deaf and Hard

of Hearing STEM Students

 Investigating the Impact of Co-Learning Systems in Providing Customized, Real- Time

Student Feedback

 Investing in the Future by Increasing Diversity in the STEM Graduates at Penn State

Harrisburg

 Kalamazoo Scholars: Expanding an Active Science Program Through Scholarships

 Learning Modules to Enhance Understanding of Animal Development

 Making Grades Meaningful - Standards-Based Grading for Engineering Project Courses

 Making the LEAP from transfer student to research scientist

 Mentored Access to Programs in Science (MAPS)

 MOOC-Supported Learning Communities for Future STEM Faculty: Multiple Paths to

Advance Evidence-based Teaching Across the Nation

 MOOC-Supported Learning Communities for Future STEM Faculty: Multiple Paths to

Advance Evidence-based Teaching Across the Nation

 Online Learning Forums for Improved Engineering Student Outcomes in Calculus

 Opportunities, Mentoring, Education, Growth, and Academics

 Pathway for Adult- learners, Community college and non-Traditional Students (PACTS)

 Phase Forward: Turning Obstacles into Opportunities

 Preparing and diversifying STEM leaders in a first-year to graduation transition program.

 Renewal of DeafTEC: Technological Education Center for Deaf and Hard-of-Hearing

Students

 RWU STILAS- STEM Intercultural Leadership Ambassador Scholars in Biology, Marine

Biology and Engineering

 Scholarship Opportunities for Academic Recognition

 Scholarship Program for Improving Retention of Penn State Change of Location Students

 Science, Technology, and Math Preparation Scholarships (STAMPS)

 Shippensburg University Scholarships for Educational Achievement in STEM (Ship-

SEA-STEM) Program

 S-STEM Scholarship Program at the University of Hawaii at Hilo

 STEM Excellence through Engagement in Collaboration, Research, and Scholarship

(SEECRS)

 STEM Scholars Program: Developing Tomorrow's Leaders in Science, Technology,

Engineering, and Mathematics

 STEM Scholars: Attracting and Retaining Students in Science and Mathematics Majors

 STEM Scholars: Persistence and Achievement in STEM for Community College transfer

students

 Students Engaging In Science and Mathematics Interdisciplinary Collaborations -

SEISMIC

 Supporting Scholars to Succeed in STEM (S4) Program

 Supporting Students for Success in Mathematics, Computer Science and Physics at the

University of San Diego

 Systemic Transformation of Evidence-based Education Reform (STEER)

 The BioExcellence Scholarship Program

 The MassBay Scholarship for Science, Technology, Engineering and Math (MSTEM)

Program

 Transforming Students' Mathematical Experiences: Advancing Quality Teaching with

Reliability at Scale

 Transforming Undergraduate Learning in Digital Systems in Texas (TX DS)

 TUES Type 1: A Sustainability Toolbox for Engineers

 TUES:Type1: Collaborative: An Integrative Hands-on Approach to Security Education

for Undergraduate Students

 TURBO: The Undergraduate Saco River Biodiversity Observatory -- A Long-Term

Ecological Research-Style Research Experience to Enhance STEM Educa tion

 UHOP Scholarship Program

 Undergraduate Studies with Environmentally Oriented Education

 UPDATE: Utilities Pipeline Development for Advanced Technological Education

  Virtual Online Tensile Strength Testing Simulation

 Wild Discoveries, Zooming into the Scientific Method

 Windows on the Inquiry Classroom: Full Course, Instructor-and-Apprentice Annotated

Video for Professional Development in STEM Inquiry Teaching

For more examples of awards see:

https://www.nsf.gov/awardsearch/advancedSearchResult?WT.si_n=ClickedAbstractsRecentAwa

rds&WT.si_x=1&WT.si_cs=1&WT.z_pims_id=5257&ProgEleCode=1536&BooleanElement=A

ny&BooleanRef=Any&ActiveAwards=true&#results
U.S. Department of Education STEM Support Activities

Back-to-School Bus Tour Highlights Importance of Connecting America’s Classrooms to

the Future and Supporting STEM Teacher Leadership and Education

September 13, 2016

The U.S. Department of Education today announced new resources to support science,

technology, engineering and math (STEM) teacher leadership and to build on work by local

districts and states to improve teaching and student learning outcomes through the effective use

of technology in the classroom.

―All students deserve a high-quality education, complete with access to digital learning, which

prepares them to succeed in our 21st century, knowledge-based economy,‖ said U.S. Secretary of

Education John B. King Jr. ―And supporting teacher leadership is critical to improving educat ion

for all of our nation‘s students, particularly those students who are often underserved and

underrepresented.‖

King highlighted the announcements during his ―Opportunity Across America‖ back-to-school

bus tour stop in Bristol and will do so in Chattanooga, Tennessee.

When President Obama entered office in 2009, he had a comprehensive vision for improving our

education system to advance our children‘s opportunities and success. Preparing students for

college and 21st century careers by enhancing technology and improving and supporting STEM
education in our nation‘s schools are among the Administration‘s priorities to building a world-

class education.

In our rapidly changing, increasingly connected world, technology is a powerful tool not only to

enhance but also to transform teaching and learning. Technology can provide opportunities for

educators to collaborate and share best practices as well as to personalize learning to meet

students‘ unique needs and interests, including students who may be disadvantaged or

geographically isolated.

Supporting STEM Leadership and Education

Preparing students with 21st century skills includes access to a high-quality STEM education. To

support those efforts, the Department today announced a new website—Building STEM Teacher

Leadership—to provide educators, administrators, state officials and their partners with practical

information and guidance on planning, implementing and improving STEM teacher leadership

and education programs in their schools and districts. The new website is one of many resources

and programs under the Obama Administration that promote and strengthen STEM teacher

leadership. Other efforts include:

•Dozens of competitions for federal grants that prioritize STEM teaching and learning. For

example, the administration created the Investing in Innovation (i3) program designed to scale

the implementation of innovative practices and to improve student achievement. And, in higher

education, the Hispanic-Serving Institutions-STEM program is helping to increase the number of

Hispanic students attaining degrees in STEM subjects.

•Guidance to states and districts on using federal funds to support strategies that expand equity in

STEM education from preschool through 12th grade.

•A new report from the Department of Education on the future of STEM education. Tomorrow,

the Department will release a report titled ―STEM 2026.‖ The report is a perspective from a

range of practitioners in education and outlines major opportunities for enhancing P-12 STEM

education over the next 10 years. The report includes substantial discussions of computer

science, and the importance of STEM education including computational thinking and other

computer science related activities. Since 2009, more than $1 billion in philanthropic funds has

been pledged in support of the Administration‘s STEM efforts.

•Hundreds of commitments such as those announced in April 2016 by the White House to

promote hands-on STEM learning for our youngest learners, including resources for parents and

families to incorporate STEM concepts and vocabulary into their daily activities.

•The White House‘s College Opportunity Day of Action, which provided the opportunity for

college presidents, education leaders, nonprofits, and others to make more than 100

commitments to attract and retain thousands more students on a path to earn STEM degrees.

Compared to when the President took office, 25,000 additional engineers are graduating college

every year.

•A White House Science Fair, which the Administration began to celebrate students who won

math, science and robotics competitions. The White House also hosted a White House Maker

Faire and a National Week of Making, which showcased the innovative and unique work of

students and adults.

•The President‘s call to action to prepare 100,000 excellent STEM educators by 2021. More than

280 leading organizations have come together as partners in the 100Kin10 network to make over
400 measurable commitments to address this urgent need, and these commitments put us on the

path to meet the President‘s goal.

Connecting America‘s Classrooms to the Future

The ConnectED initiative has made tremendous progress in providing our students and teachers

with the tools they need to succeed in the digital age. When President Obama launched

ConnectED three years ago, only 30 percent of school districts had access to high-speed

broadband, leaving 40 million students without access to connectivity. Today, 20 million more

students have access to high-speed broadband, and ConnectED is on track to meet the goal of

connecting 99 percent of students by 2018.

In addition, companies have committed more than $2 billion worth of hardware, software,

connectivity, and digital reading resources to schools to support digital transformations. One

school that has benefited from these resources is Brooklyn Lab Charter in New York, New York.

At an event there today, the White House will highlight new steps taken by the Open eBooks

partnership, which supports ConnectED by bringing thousands of popular eBooks to students in

need. The partnership is announcing a new commitment from Clever, a secure educational login

platform already used in almost half of all United States K-12 schools, to provide a more

streamlined way for students to access a world-class library wherever they go.

In order to build on infrastructure gains and to truly support the effective use of technology to

support learning, the President announced ―Future Ready‖ in November 2015. The Future Ready
initiative empowers local leaders to drive improvements in the adoption and effective use of

education technology in their schools. Twenty states, including recent additions Alabama,

Pennsylvania and Wyoming, have already joined a network of ―Future Ready‖ states that are

committed to supporting their school district leaders in the transition to digital learning in their

classrooms. To date, more than 2,300 superintendents across the country—representing more

than 16 million students—have signed the Future Ready District Pledge and are committed to

fostering and leading digital learning in their districts and sharing best practices. The Department

released a personalized learning blog series and five new personalized learning stories from the

field that define and highlight effective implementations o f personalized learning.

As part of this year‘s Opportunity Across America back-to-school bus tour, King and other

Department officials will hold events touting the Administration‘s key initiatives over the last

eight years, highlighting the progress made to expand opportunity across the nation and the

groundwork laid for continued momentum. In addition to bus stops in Bristol, Knoxville,

Chattanooga, and Memphis, Tennessee, the tour includes visits to the District of Columbia,

Virginia, Alabama, Arkansas, Mississippi and Louisiana. To RSVP for stops on the tour, please

email press@ed.gov. Follow the bus tour on social media at #OpportunityTour.

Link: https://www.ed.gov/news/press-releases/back-school-bus-tour-highlights- importance-

connecting-america%E2%80%99s-classrooms-future-and-supporting-stem-teacher-leadership-

and-education
FACT SHEET: Spurring African-American STEM Degree Completion

March 16, 2016

Early in his Administration, President Obama made improving science, technology, engineering,

and mathematics (STEM) education a priority. To meet the nation's evolving workforce needs,

America will need to add 1 million more STEM professionals by 2022. [ 1 ] To meet this need

and bring welcome diversity to STEM industries, we must continue to support and encourage

STEM degree completion, especially for African-Americans and others who are

underrepresented in these fields yet have a long history of achievement in STEM fields.

Historically Black Colleges and Universities (HBCUs) are particularly critical to meeting the

STEM challenge, as engines of economic growth and ladders of advancement for generations of

African Americans. That's why the Administration has instituted policies that provide $850

million over the next decade to renew, reform, and expand programs to ensure students have the

opportunity for educational and career success at HBCUs. Over the past seven years, the Obama

Administration's efforts have resulted in unprecedented levels of public-private collaboration in

STEM education; policies and budgets focused on maximizing Federal investments to increase

student access and engagement in active, rigorous STEM- learning experiences; and meaningful

efforts to inspire and recognize young inventors, discoverers, and makers.

Despite many of the STEM education programs called for by the President not being funded by

Congress, the Administration has made significant strides to close the access and equity gaps in

STEM education. The Department of Education, specifically, created an Office of STEM to help
coordinate STEM programs throughout the Department and across our Federal partners. Also,

STEM is now a funding priority in over 60 different ED programs—including the Arts—to raise

awareness of the need for and interest in strengthening STEM education.

HBCUs Meet the Challenge

For more than a century, HBCUs have been leaders in educating African-American college

graduates who excel in their fields. A recent report from the National Science Foundation

revealed that 21 of the top 50 institutions for educating African-American graduates who go on

to receive their doctorates in science and engineering, are HBCUs.

The contributions of HBCUs do not stop there:

•Even though our nation's HBCUs make up just 3 percent of colleges and universities, they

produce 27 percent of African-American students with bachelor's degrees in STEM fields.

•In 2011, HBCUs conferred one- fourth of the bachelor's degrees in education awarded to

African-Americans.

•Xavier University, an HBCU, awards more undergraduate degrees in the biological and physical

sciences to African-American students than any other university in the nation.[ 2 ]

HBCUs have implemented proven practices to assist students in STEM fields to obtain rich

professional experiences, research opportunities, and mentorships; navigate through courses and

financial challenges, and drive students to post-baccalaureate success.

STEM Degrees Conferred per 1,000 Black Students Enrolled in 2009 [ 3 ]

African-American and Latino college enrollment is up by more than a million students since

2008. [ 4 ] While these institutions have made considerable progress, there is more to be done.

Students of color still have low degree completion rates and low representation in STEM fields,

where needs for professionals and technical personnel are growing tremendously. African-

American students, like their Hispanic, American Indian, and Asian counterparts, are

underrepresented in STEM programs and courses of study compared to their overall college

enrollment rate. African-Americans received just 7.6 percent of all STEM bachelor's degrees and

4.5 percent of doctorates in STEM. [ 5 ] In 2011, 11 percent of the workforce was black, while

6 percent of STEM workers were black (up from 2 percent in 1970). [ 6 ]

Need to Further Address Resource and Achievement Gaps to Increase Degree Attainment

Despite educational progress over the past seven years, including climbing graduation rates and

shrinking dropout rates, too many African-American students still lack access to the educational

resources that offer a fair shot at success. than o ne-third of public high schools serving

predominantly African-American students offer calculus. Only about 40 percent of public high

schools serving predominately African-American students offer physics. [ 7 ] This lack of

access to foundational STEM skills puts African-American students at a significant disadvantage

in preparing for advanced STEM courses and careers. In addition to the resource gaps, African-

American students exhibit achievement gaps, often established by the fourth grade and show

little change after, according to the Joint Center for Political and Economic Studies. Moreover,

by the eighth grade, less than one-third of African-American students are proficient in math and

science. A 2012 study amongst 34 industrialized countries belonging to the Organization for
Economic Cooperation and Development found that the U.S. ranked 27th on the math exams and

20th on the science exams. [ 8 ]

Advanced Placement (AP) courses are high school courses through which students can acquire

college credit. African-American students represent 16 percent of all high school students, but

only 9 percent among students enrolled in an AP course. [ 9 ] Moreover, of those African-

American students enrolled in an AP course, only 4 percent received AP test scores that qualified

for college credit. No African-American students took the AP computer science exam in nine

states: Idaho, Mississippi, Montana, New Hampshire, New Mexico, North Dakota, South

Dakota, Utah, and Wyoming. Mississippi has the highest share of African-Americans of any

state. [ 10 ], [ 11 ]

Administration and Department Efforts to Support STEM Degree Attainment

From early in his Administration, President Obama has made STEM education a priority. The

Administration's actions to accelerate progress include:

•The America's College Promise proposal makes two years of community college free for hard-

working students, and also offers two years at four-year HBCUs and Minority Serving

Institutions (MSIs) at no or at a significantly reduced cost.

•The Administration has secured more than $1 billion in private investments for improving

STEM education as part of the President's Educate to Innovate campaign.

•Thanks to deep public and private commitments, our nation is 50% of the way towards

achieving the goal the President set in 2011, of preparing 100,000 new math and science teachers
by 2021, and a historic 25,000 additional engineers are graduating yearly compared to when

President Obama took office. [ 12 ]

•This White House has announced more than 350 commitments from college and university

leadership and others to provide pathways for underrepresented students to attain STEM degrees.

•President Obama has started traditions such as the White House Science Fair to honor young

people using science, technology, engineering, and mathematics to improve their communities

and the world.

•And in his final budget announced last month, the President sustains this impressive track

record with an investment of $3.0 billion across 14 Federal agencies for dedicated STEM

education programs.

The Department of Education, specifically, administers a number of impactful STEM programs

to improve student preparedness and increase degree attainment, including:

•The Mathematics and Science Partnerships Program that funds collaborative partnerships

between STEM departments at institutions of higher learning and high- need school districts after

states hold their own competitions.

•The Teacher Quality Partnership that improves the quality of new teachers by creating

partnerships among institutions of higher education, high- need school districts, and early

childhood education programs.

•The Minority Science and Engineering Improvement Program that assists predominantly

minority institutions in effecting long-range improvements in science and engineering education

programs and in increasing the flow of underrepresented minorities, particularly minority

women, into science and engineering careers.

•The Upward Bound Math-Science Program is designed to strengthen the math and science skills

of participating students. The aim is to encourage students to pursue postsecondary degrees, and

ultimately professions, in these fields.

Resources

1.http://www.bls.gov/careeroutlook/2014/spring/art01.pdf

2.http://www.nsf.gov/statistics/infbrief/nsf13323/nsf13323.pdf (table 7)

3.Enrollment is the total number of black students enrolled in accredited U.S. bachelor's degree

programs in the Fall 2008 semester

4.http://nces.ed.gov/programs/digest/d13/tables/dt13_306.30.asp

5.https://nces.ed.gov/programs/digest/d14/tables/dt14_318.45.asp

6.http://www.census.gov/prod/2013pubs/acs-24.pdf, pg. 2

7.Simon, Stephanie. "Racial Divide Runs Deep in U.S. Schools, Study Finds." Reuters. March 6,

2012. http://www.reuters.com/article/us- usa-education- inequality- idUSTRE82507620120306.

8.http://www.oecd.org/unitedstates/PISA-2012-results-US.pdf

9.http://www2.ed.gov/about/offices/list/ocr/docs/crdc-college-and-career-readiness-snapshot.pdf,

10.http://research.collegeboard.org/programs/ap/data/archived/ap-2014 (state report summaries)

11.http://www.wiche.edu/info/knocking-8th/profiles/ms.pdf

12.https://www.whitehouse.gov/blog/2016/02/11/stem-all

Prepared by the White House Initiative on Educational Excellence for African Americans

Link: https://www.ed.gov/news/press-releases/fact-sheet-spurring-african-american-stem-degree-

completion
Department of Education Awards More Than $3 million
to 13 Minority Institutions for STEM Education
October 26, 2015

The U.S. Department of Education is awarding more than $3 million in new awards to 13

colleges and universities that serve large minority populations to strengthen education programs

in science, technology, engineering, and mathematics (STEM) through the Minority Science and

Engineering Improvement Program (MSEIP).

―Strengthening these institutions that serve large minority populations in STEM is vital to

building a strong economy and competitive workforce, while helping ensure that all students

have the opportunity to be successful in college, careers and life,‖ U.S. Secretary of Education

Arne Duncan said. ―These grants will help ensure that students, particularly our underrepresented

and minority students are well-prepared for the 21st century global marketplace and on the path

to a successful future in a STEM field.‖

MSEIP grants are three-year awards that support a variety of activities, including: the

development of pre-college enrichment activities in science; tutoring and enhancement of

research skills in science education for students; faculty training to develop specific science

research or education skills; curriculum development in STEM fields; renovation of STEM

labs/classrooms; and any other activities designed to address specific barriers to the entry of

minorities into STEM disciplines.

MSEIP supports the Administration‘s overall goal of improving STEM education as a route to

improving America‘s global scientific and technological competitiveness. According to a U.S.

Department of Commerce report, a college graduate in a S TEM field earns 26 percent more than

a college graduate in other fields, and by 2018, jobs in the STEM fields are projected to grow

twice as fast as those in other fields. Following is the list of awardees with first-year award

amounts:

Alabama

Alabama A&M University

$118,975

Alabama State University

$249,720

Arkansas

University of Arkansas at Pine Bluff

$190,271

California

San Mateo County Community College District - Canada College

$300,000

District of Columbia
Howard University

$249,999

Georgia

Morehouse College

$248,922

Mississippi

Rust College

$249,671

North Carolina

North Carolina Agricultural and Technical State University

$250,000

North Carolina Central University

$249,998

New York

City University of New York - Borough of Manhattan Community College

$182,549

City University of New York - New York City College of Technology

$247,713

Puerto Rico

Inter American University of Puerto Rico - Arecibo Campus

$249,487

Texas

University of Texas at San Antonio

$249,372

Link: https://www.ed.gov/news/press-releases/us-department-education-announces-3-million-

pay-success- grants-preschool-programs
Education Departme nt Releases Final Debt-to-Earnings Rates
for Gainful Employme nt Programs
January 9, 2017

The U.S. Department of Education today released the first debt-to-earnings (D/E) rates for career

training programs as required by the landmark Gainful Employment (GE) regulations.

The release of these rates builds on the Department‘s ongoing efforts to promote college

completion and increase accountability in the postsecondary education marketplace by setting

standards for career training programs, including programs offered by for-profit institutions, to

ensure they are serving students well. The data show that, while many postsecondary programs

offer value to students, there are a significant number of career training programs—specifically

for-profit programs—that do not provide their graduates with a reasonable return on investment.

A new disclosure template, that will be released later this month, presents this information in a

simple format and aligns with information provided on the Department‘s College Scorecard.

―When a student makes a personal and financial decisio n to attend college, the student must feel

confident that it is a sound investment in his or her future, not a liability that will further defer his

or her dreams,‖ said U.S. Secretary of Education John B. King Jr. "These rates shed a bright light

on which career training programs are most likely to prepare students for repaying their student

loan debt, and which programs might leave them worse off than when they started.‖

To qualify for federal student aid, the law requires that most for-profit programs and certificate

programs at private non-profit and public institutions prepare students for "gainful employment
in a recognized occupation." Under the regulations finalized in 2014, a program would be

considered to lead to gainful employment—and passing—if the estimated annual loan payment

of a typical graduate does not exceed 20 percent of his or her discretionary income or 8 percent

of his or her total earnings. Programs that exceed these levels would be at risk of losing their

ability to participate in taxpayer- funded federal student aid programs.

―In the career training program marketplace, accurate and straightforward information about

costs and benefits helps students make well- informed decisions about where to invest their time

and resources,‖ said U.S. Under Secretary of Education Ted Mitchell. ―These data will also be

important for institutions as they seek to improve their programs to better serve students and to

deliver on the promises they make.‖

The data indicate that over 800 programs serving hundreds of thousands students fail the

Department‘s accountability standards with an annual loan payment that is at least greater than

30 percent of discretionary income and greater than 12 percent of total earnings. Ninety-eight

percent of these failing GE programs are offered by for-profit institutions.

―Too many for-profit colleges have misled students, leaving them unable to find jobs that earn

enough to pay off their crushing debt,‖ said U.S. Senator Sherrod Brown. ―The Department of

Education‘s gainful employment rule is critical in holding for-profit schools accountable and we

must continue fighting to make sure students come before profits.‖

An additional 1,239 programs received a ―zone‖ rate, with an annual loan payment that is

between 20 and 30 percent of discretionary income or between 8 and 12 percent of total

earnings. Programs that receive four consecutive years of zone or fail rates will become

ineligible for federal student aid.

The data released today provide further evidence that community colleges offer a better deal than

comparable programs at for-profit colleges with higher price tags. As these new data depict,

when student debt is taken into account, community colleges—where students borrow at lower

rates and lower dollar amounts—perform particularly well when matched up against comparable

for-profit programs.

The Department calculates debt-to-earnings rates using debt information from the Department‘s

records and as reported by institutions and earnings data obtained from the Social Security

Administration. The debt amount used in the rate calculations uses the median total federal,

private, and institutional debt that program graduates have accumulated for attendance in the

program. The higher of the mean or median earnings are obtained at least two years after

graduates have left a program in order to allow graduates to establish themselves in the

workforce. For most programs the rates released today include students who graduated between

July 1, 2010 and June 30, 2012.

Since the regulation was published, programs have had the opportunity to make immediate

changes to avoid sanctions. If recent graduates left with less debt than the graduates for which

we obtained earnings, we recalculated a program‘s debt-to-earnings rate to reflect these

improvements. If a program does not improve, it will become ineligible for federal student aid.

Programs that are at risk of losing eligibility within the next year must warn current and

prospective students that they may be unable to obtain federal aid for enrollment in the program.

The rule also requires institutions to provide students with other key information about their

programs, including the program‘s graduation rate, average earnings of graduates, average

federal student loan debt, and whether programs meet state licensure requirements. In the past,

low performing programs attempting to lure unsuspecting students frequently obscured this

information; a standard disclosure template will provide clear information and help students to

compare programs across schools.

Protecting Students from Poor-Performing Career Colleges

Too often, students in career training programs are charged excessive costs, but don't get the

education they paid for. In many cases, students are drawn to these programs because of

confusing or misleading information. Many receive poor quality training, often for low-wage

jobs or in occupations where there are few job opportunities. And many are saddled with large

amounts of debt at graduation and end up in default.

In response to these concerns, the Department began extensive conversations with the higher

education community in 2009 about the role of career colleges, particularly on how they could be

held accountable for the outcomes of their students. The final Gainful Employment regulations

followed an extensive rulemaking process involving public hearings, negotiations and

approximately 95,000 public comments. The regulations, which went into effect on July 1, 2015,

reflect the feedback the Department received.

The Department faced unprecedented opposition from the for-profit industry throughout the

process. The U.S. District Courts for the District of Columbia and the Southern District of New

York and the U.S. Court of Appeals for the District of Columbia affirmed the Department‘s

regulations, rejecting the industry‘s attempts to fight basic accountability measures – a clear sign

that the courts continue to recognize both the Department‘s legal authority and its reasonable

approach in establishing these important consumer protections.

Even prior to today‘s data release, these regulations have already influenced the field. Some of

the largest institutions have instituted trial periods for programs before students have to commit,

so students can decide if the program is right for them. Many institutions have reduced costs for

students, and others have closed locations and programs they judge to be performing poorly. The

Department previously estimated there were over 37,000 distinct GE programs in 2014. Today,

there are fewer than 29,000.

The Gainful Employment regulations complement efforts to protect students by addressing

problems at poor performing institutions, particularly in the for-profit sector. These efforts

include:

•Borrower Defense to Repayment Regulations: The Department published final regulations that

protect student borrowers from misleading and predatory practices by postsecondary institutions

and clarify a process for loan relief in cases of institutional misconduct. The regulations also
protect taxpayers by ensuring that financially troubled institutions provide the government with

protection against the risks they create.

•Keeping student debt affordable: The Department is helping more students manage their student

debt through flexible repayment options like the Pay As You Earn plan, which caps student loan

payments at 10 percent of a borrower's discretionary income. In addition, the Administration

continues targeted outreach to help borrowers who may be struggling to repay their loans,

ensuring that they have the information they need to select the best repayment option for them

and avoid future default.

•Releasing the College Scorecard and Financial Aid Shopping Sheet: The Department has

worked to create user- friendly tools that put information in the hands of students and families to

help them make decisions about where to go to school. The Financial Aid Shopping Sheet allows

institutions to provide standardized information about costs and financial aid so students can

easily compare institutions and make informed decisions. The redesigned College Scorecard,

launched in September 2015, is a consumer tool that provides clear, accessible, and reliable

comprehensive national data on cost, graduation, debt, and post-college earnings.

GE program final D/E rates will be available to the public on the Federal Student Aid Data

Center‘s Gainful Employment Information page after 4:00 p.m. ET on January 9, 2017.

Link: https://www.ed.gov/news/press-releases/education-department-releases-final-debt-

earnings-rates-gainful-employment-programs
New Analysis Finds Many For-Profits Skirt Federal Funding Limits

December 21, 2016

New analysis released today by the U.S. Department of Education reveals many for-profit

schools would likely exceed the 90/10 federal funding limits if revenue from Department of

Veterans Affairs (VA) and the Department of Defense (DOD) programs were included in the

90/10 calculation the same way Title IV funds are included. The annual 90/10 report also

released today finds 17 for-profit colleges out of compliance with existing federal funding limits.

New estimates by the VA and DOD found that by co unting VA's Post 9/11 GI Bill benefits as

federal aid, the number of schools receiving at least 90 percent of their revenue from federal

education programs would jump from 17 to nearly 200. The total federal aid dollars administered

by schools that rely on federal funds for more than 90 percent of their total revenues would

increase from approximately $80 million to an estimated $8 billion. This analysis considers

revenue reported by institutions for institutional fiscal years ending during the 2013-14 award

year.

Currently, for proprietary institutions participating in Federal student aid programs, no more than

90 percent of revenue can come from Title IV Federal student loans and grants. The long-

standing 90/10 rule requires that for-profit institutions derive at least 10 percent of their revenue

from non-Title IV student aid programs to show that institutions can attract funding from sources

other than solely from the federal government, as a proxy for quality. However, because of a
statutory loophole, the 90/10 rule does not count GI Bill educational benefits administered by the

VA and DOD Tuition Assistance program as federal funding.

―These benefits were created in recognition of the selfless sacrifices made by our veterans and

service members, not to make them a target for predatory businesses,‖ said U.S. Secretary of

Education John B. King Jr.

The loophole has created a well-documented incentive for certain for-profit institutions to target

eligible service members, veterans, and their families in an effort to more easily meet the 10

percent non- federal aid requirement. Holly Petraeus, the Assistant Director for Service Member

Affairs at the Consumer Financial Protection Bureau, described this loophole as causing for-

profit colleges to see service members as nothing more than ―dollar signs in uniform.‖

―These findings shine a light on the institutions skirting the 90/10 Rule by relying on the hard-

earned education benefits awarded to service members,‖ said U.S. Under Secretary of Education

Ted Mitchell. ―Closing the 90/10 loophole would remove the incentive for-profit schools have

for recruiting veterans and service members aggressively for programs that may not serve them

well.‖

To protect America‘s troops and veterans from targeting by predatory institutions, the

President‘s Budget has proposed including all Federal educational aid programs, including

veteran and service member aid and reverting the 90 percent benchmark back to the original 85

percent in the calculation. If the threshold were lowered, analysis shows that the number of
failing schools in a single year would increase from 17 to 563 schools that receive combined

federal aid totaling $12.6 billion.

In November, President Obama issued a Presidential Memorandum aimed at strengthening the

Federal Government's work in promoting fair practices by education institutions that serve

service members, veterans, eligible spouses, and other family members. The Memorandum

directed the Department of Education, DOD, VA as well as the Department o f Justice to

establish an enforcement subcommittee focused on improving the handling of service member

and veteran-student complaints; deterring false or misleading advertising by educational

institutions or others concerning their education benefits; adva ncing protocols for removing non-

compliant schools from the Principles of Excellence, or developing other appropriate measures

to protect the integrity and accuracy of information about this initiative; and developing a

common set of early-warning protocols and accountability measures to improve performance by

educational institutions on behalf of service members and veterans.

Annual 90/10 Reports Reveals 17 For-Profit College As Out of Compliance

A report released today identifies 17 for-profit colleges that derived more than 90 percent of their

annual total revenue from federal Title IV student aid dollars based on audits completed during

the 2014-2015 award year, placing each in violation of the 90/10 Rule. Two of the 17 schools,

Pat Wilson‘s Beauty College and United Medical and Business Institute, missed the required

ratio for two consecutive years and effective January and July 2015, respectively, lost eligibility

to participate in Title IV federal student aid programs for at least two years.
If a school is found in violation of the rule for two consecutive award years, it becomes ineligible

to participate in Title IV federal student aid programs for at least two fiscal years. Fifteen of the

17 institutions found in violation of the rule will remain eligible on a provisional basis because

they satisfied the 90/10 rule for the institution‘s previous fiscal year. After these institutions

submit their next financial statement audits, the Department will determine if the remaining 15

institutions are eligible for continued participation in federal student aid programs.

The full report includes detailed information about the amount and percentage of each for-profit

institution‘s revenues from Title IV sources and non-Title IV sources.

Ensuring Service members Receive the Benefits they Deserve

In March, Secretary King directed federal loan servicers to review borrower accounts dating

back to 2008 and automatically provide credit to any eligible service member who had not

already received lower federal loan interest rates in accordance with the Service members Civil

Relief Act (SCRA). Loan servicers have made significant progress in their reviews and in

providing these credits. As of December 2016, approximately 113,000 borrowers have been

identified as eligible for lowered interest rates. To date, roughly 83,000 adjustments have been

completed and an estimated $4 million will be returned to eligible borrowers.

Since May, 2014, federal loan servicers have been required to actively identify borrowers

eligible for SCRA benefits through an online database. The eligibility check will ensure the

eligible service members receive the interest rate benefit automatically.

At the request of members of Congress, the Department commissioned an independent audit to

evaluate federal loan servicer Navient‘s compliance in awarding SCRA benefits to eligible

service members who requested those benefits between June 2009 and May 2014. The audit

found that Navient complied in all material respects with applicable SCRA requireme nts and that

isolated incidents of improper denial of benefits had since been retroactively remediated.

Protecting All Students from Abusive Career Colleges

The Department has taken unprecedented steps to protect students and provide them with

opportunities for a high-quality, affordable education that prepares them for their careers,

including:

•Implementing the Gainful Employment rules to protect students and taxpayers and to ensure

students receive an education that leads to good job prospects;

•Publishing the final borrower defense regulations to ensure borrowers who are defrauded

receive the relief to which they are entitled under the HEA;

•Strengthening oversight and compliance of the career college industry in collaboration with

other federal agencies; and

•Announcing executive actions and legislative proposals to advance transparency and increased-

rigor in the accreditation process.

Link: https://www.ed.gov/news/press-releases/new-analysis-finds- many-profits-skirt-federal-

funding- limit
U.S. Education Secretary Announces Grant Competitions to Encourage Diverse Schools

December 13, 2016

U.S. Secretary of Education John B. King Jr. today announced a new grant competition to

support districts and their communities in preparing to implement innovative, comprehensive,

collaborative, and locally-driven strategies to increase diversity in schools. King also announced

the 2017 Magnet Schools Assistance Program competition, which will provide districts with

funds to help create integrated public schools and support high-quality, theme-based educational

programming.

―Today, we are taking another step toward helping schools create and maintain diversity,‖ said

King. ―We must support local communities in their efforts as diversity is critical for a well-

rounded education. Together, our nation can choose a better future for our children—one that

prepares all students to live, work and compete in our increasingly interconnected, global

economy.‖

Opening Doors, Expanding Opportunities is a new grant competition that will support districts in

increasing socioeconomic diversity in schools, improving student academic achievement, and

improving schools by increasing student diversity.

As part of this new competition, the Department will invest $12 million in up to 20 districts or

groups of districts to fund the development of blueprints for increasing socioeconomic diversity

in schools and complete pre-implementation activities focused on student diversity. Grantees

may also seek to promote student diversity by considering additional factors beyond

socioeconomic diversity, including race and ethnicity, in their efforts to diversify schools.

Grantees will use funds to, for example, engage the community on the best approaches to

promote student diversity, conduct data analysis, set measureable diversity goals, and take

preliminary steps toward implementation of school diversity efforts (e.g. piloting activities such

as admissions lotteries or redesigned school assignment boundaries). Rural districts and those

that wish to exploreinter-district diversity efforts are strongly encouraged to apply and will

receive priority. All districts with schools that receive or are eligible to receive School

Improvement Grant funds may apply to the competition, which is open until Feb. 13, 2017. The

Department anticipates selecting the grantees by Spring 2017.

The 2017 Magnet Schools Assistance Program provides resources for district efforts to create

schools that effectively serve students from varied racial and socioeconomic back grounds. These

five-year, $15 million grants represent an increase in both the grant duration and the total grant

amount in order to help schools undertake the longer-term efforts that can successfully improve a

school‘s diversity integration and academic performance. Applications are due by April 11,

2017.

King made these announcements today during a visit to Goldsmith Elementary in Louisville,

Kentucky, where he was joined by Congressman John Yarmuth, Mayor Greg Fischer, Jefferson

County Superintendent Donna Hargens, district and community leaders, students, parents, and

educators. Louisville has become a leader in school integration following a court ruling in the
1970s that required more diverse schools. Since that ruling, communities in Louisville have

committed to maintaining racial and economic diversity.

From Louisville to Omaha to Cambridge, Massachusetts, communities across the country are

voluntarily and intentionally pursuing diversity because they recognize its impact on strong

teaching and learning. But there is more work to be done.

Research shows that diversity in schools and communities is associated with positive academic

and life outcomes. But schools are only one aspect of increasing diversity in the nation‘s

communities. Communities can and should work together across local education, transportation,

and housing and community-development agencies to help create and sustain access to high-

quality educational opportunities, safe and affordable housing, and well-connected public

transportation networks and safer streets.

In July, King addressed the National PTA and noted the importance of diversity ―…not just in

schools, but also in classrooms within those schools. It's not just enough for kids from diverse

backgrounds to pass each other in the hallways or on the playground. True diversity requires

students to actually learn alongside one another. That's not something that will happen by itself.

That requires decisions by policymakers at every level…‖

King continued, ―The benefits of diversity extend beyond academics. In today‘s world, your boss

may not look like you, your office- mate may not worship like you, your neighbor may not speak

the same language as you, and your customer may not live on the same continent as you.‖
Schools today must prepare students for this new reality. Diversity in education—cultural, racial,

linguistic and socioeconomic—can help boost empathy, reduce bias, and increase the chances

that low- income students will attend college without compromising the academic outcomes of

their middle class peers in any way. It exposes students to new perspectives and a healthy

exchange of ideas that will help enlarge their world views. Diversity also increases the likelihood

students will succeed and become leaders in their careers and communities by working with

individuals with different lived experiences. Studies show that companies reporting the highest

levels of racial diversity brought in nearly 15 times more sales revenue on average than those

with the lowest levels of racial diversity.

President Obama‘s FY 2017 Stronger Together budget proposal supports the voluntary

development and expansion of new and existing, community-driven strategies to increase

socioeconomic diversity in America‘s schools. Additionally, as states are implementing the

Every Student Succeeds Act, the nation has an opportunity to advance equity and reclaim the

promise of an excellent education for students from all backgrounds.

The Department has supported school diversity in a number of ways:

•Along with the Departments of Housing and Urban Development and Transportation, the

Department issued a joint letter to state and local leaders calling on them to work together to

create real economic mobility and provide access to opportunities for every child in every

community by identifying and addressing barriers in their communities that hinder

socioeconomic growth and racial diversity.

•The Department‘s recent Charter Schools Program, Investing in Innovation and Magnet Schools

Assistance Program grant competitions include a focus on fostering diversity in schools. The

Department also published a new supplemental priority that will be used in future Department

grant competitions to support socioeconomic diversity strategies.

•Socioeconomic diversity is now a focus area of the Department‘s Equity Assistance Centers.

These regional centers provide technical assistance to school districts to promote equal

educational opportunities.

Link: https://www.ed.gov/news/press-releases/us-education-secretary-announces-grant-

competitions-encourage-diverse-schools
Education Departme nt Releases New Graduate Earnings
Data for Career College Programs
November 17, 2016

Editor's Note 11/23/16: The specific highlight comparing the median earnings of for-profit

certificate program graduates to the yearly income of a full-time worker earning the federal

minimum wage was updated to more directly reflect the shares of graduates in the for-profit and

public sectors.

Today, for the first time, the U.S. Department of Education released data showing the typical

earnings of graduates of the thousands of career training programs offered by colleges across the

country. This release continues the Obama Administration's efforts to help students make more

informed decisions about college enrollment and to protect students from career training

programs that lead to poor outcomes yet receive taxpayer- funded federal student aid. Today's

release is a major step towards spotlighting the outcomes of students attending career college

programs, providing critical information for the more than 1.3 million students currently enrolled

as well as prospective students searching for a quality career college opportunity.

"For far too long, some career colleges have made dubious promises about the employment

prospects of their graduates, promising high salaries that rarely live up to the hype. Americans

who are working hard to get the knowledge and skills they need to succeed in the growing

economy deserve better, accurate information," said U.S. Under Secretary of Education Ted

Mitchell. "The earnings data released today shine a light on how graduates are actually faring
when they enter the job market, and will ensure students don't make decisions based on too-

good-to-be-true promises."

The data released today show that graduates of career training programs at public institutions

generally fare better than those of comparable programs at for-profit institutions. Specific

highlights include:

•Overall, mean earnings of graduates of public undergraduate certificate programs are nearly

$9,000 higher than mean earnings of graduates of for-profit undergraduate certificate programs.

•Graduates of certificate programs at public institutions are more likely to have attended

programs that provide training for higher earning fields, such as nursing, than graduates of

certificate programs at for-profit colleges.

•Nearly a third of for-profit certificate students graduated from programs where the typical

graduate earned less than what a full- time minimum wage worker earns in a year—compared

with only 14 percent in the public sector.

The earnings data released today will be used to calculate the debt-to-earnings rates that, under

the standards of the Department's gainful employment regulations, will determine whether a

career college program is serving students well or leaving them with unaffordable debts and poor

employment prospects. Consistently poor performing career college programs that fail to

improve their quality will be barred from participating in the federal student aid programs.

Starting in January, institutions will be required to disclose program earnings and other

information such as costs and graduation rates, as well as whether their programs are failing to

meet the gainful employment standards, to current and prospective students. This information is
intended to equip students and families with the information they need to make informed career

college enrollment choices.

To qualify for federal student aid, the Higher Education Act requires that most for-profit

programs and certificate programs at private non-profit and public institutions prepare students

for "gainful employment in a recognized occupation." Under the Department's regulations, a

program is considered to lead to gainful employment if the estimated annual loan payment of a

typical graduate does not exceed 20 percent of his or her discretionary income or 8 percent of his

or her total earnings. Programs that exceed these levels are at risk of losing their ability to

participate in taxpayer- funded federal student aid programs.

The data released today represent the mean and median earnings of graduates of career college

programs, and were reported by the Social Security Administration as part of the Department of

Education's landmark gainful employment regulations. Roughly 3,700 institutions nationwide

offer career training programs that are subject to the regulations, which aim to protect Americans

from poor career training programs and target those that leave students buried in debt.

The final gainful employment regulations went into effect on July 1, 2015 and reflect the

feedback the Department received through an extensive rulemaking process involving public

hearings, negotiations and about 95,000 public comments.

The gainful employment regulations are a central part of the Obama Administration's effo rts to

ensure borrowers can manage student debt and that career colleges serve students well. These
regulations complement other efforts taken by the Administration to protect students by

addressing problems at poor performing institutions, largely concentrated and documented in the

for-profit college sector. These efforts include:

•Keeping student debt affordable. The Department is helping more students manage their student

debt through flexible Income-Driven Repayment options like the Pay As You Earn plan, which

caps monthly student loan payments at 10 percent of a borrower's income. In addition, the

Administration continues targeted outreach to help borrowers who may be struggling to repay

their loans, ensuring that they have the information they need to select the best repayment option

for them and avoid future default.

•Launching the College Scorecard. In September 2015, the Department launched the redesigned

College Scorecard a consumer tool that provides clear, accessible, and reliable national data o n

cost, graduation, debt, and post-college earnings. The College Scorecard showcases colleges and

universities that are effective in improving student success; incentivizes institutions to work

toward the most important goals, like graduating low-income students and holding down costs;

and helps students and families choose their school based on the value it provides for their

investment.

Link: https://www.ed.gov/news/press-releases/education-department-releases-new-graduate-

earnings-data-career-college-programs
U.S. Departme nt of Education Launches $680,000 Challenge for Virtual and Augmented
Reality Learning Experiences
November 2, 2016

The U.S. Department of Education today launched the EdSim Challenge, a $680,000 competition

to design the next- generation of educational simulations that strengthen career and technical

skills. The Challenge calls upon the virtual reality, video game developer, and educational

technology communities to submit concepts for immersive simulations that will prepare students

for the globally competitive workforce of the 21st century.

―This initiative is an exciting example of how virtual reality and game technologies can be

applied to give students everywhere the tools to prepare for future success,‖ said Johan Uvin,

acting assistant secretary for career, technical, and adult education. ―We encourage developers

from all disciplines to answer our call and help define the future of applied learning.‖

Simulated digital learning environments, such as virtual and augmented reality, 3D simulations,

and multiplayer video games, are an emerging approach to deliver educational content, and

provide students with enriched experiences in information retention, engagement, skills

acquisition, and learning outcomes. Students who participate in digital learning simulations for

science, technology, engineering and mathematics (STEM) learning had a 23 percent higher

achievement rating than those who do not.

The Challenge seeks to spur the development of computer-generated virtual and augmented

reality educational experiences that combine existing and future technologies with skill-building
content and assessment. Collaboration is encouraged among the developer community to make

aspects of simulations available through open source licenses and low-cost shareable

components. ED is most interested in simulations that pair the engagement of commercial games

with educational content that transfers academic, technical, and employability skills.

Those interested in participating in the Challenge should submit their simulation concepts by Jan.

17, 2017. A multidisciplinary panel of judges will evaluate the submissions and select up to five

finalists to advance to the Virtual Accelerator phase. Each finalist will be awarded $50,000 and

gain access to expert mentorship as they refine their concept and build a simulation prototype.

The Challenge winner(s) will be awarded the remainder of the $680,000 prize money and

additional sponsor prizes from IBM, Microsoft, Oculus, and Samsung.

For a complete list of Challenge rules, visit http://www.edsimchallenge.com/.

Follow the Challenge:

•Twitter: www.twitter.com/edprizes, www.twitter.com/usedgov

•Facebook: https://www.facebook.com/ED.gov

•Instagram: https://www.instagram.com/usedgov/

Ed Prizes
The EdSim Challenge is part of a series of prize competitions conducted by ED which seek to

spur the development of new technology, products, and resources that will prepare students for

the high-skill, high-wage, and high-demand occupations of tomorrow. The series is funded by

the Carl D. Perkins Career and Technical Education Act of 2006. Learn more at:

www.edprizes.com.

Link: https://www.ed.gov/news/press-releases/us-department-education- launches-680k-

challenge- virtual-and-augmented-reality- learning-experiences

The Future of STEM Jobs and Education
Science, technology, engineering and mathematics (STEM) workers drive our nation‘s

innovation and competitiveness by generating new ideas, new companies and new industries.

However, U.S. businesses frequently voice concerns over the supply and availability of STEM

workers. Over the past 10 years, growth in STEM jobs was three times as fast as growth in non-

STEM jobs. STEM workers are also less likely to experience joblessness than their non-STEM

counterparts. Science, technology, engineering and mathematics workers play a key role in the

sustained growth and stability of the U.S. economy, and are a critical component to helping the

U.S. win the future.

•In 2010, there were 7.6 million STEM workers in the United States, representing about 1
in 18 workers.
•STEM occupations are projected to grow by 17.0 percent from 2008 to 2018, compared
to 9.8 percent growth for non-STEM occupations.
•STEM workers command higher wages, earning 26 percent more than their non-STEM
counterparts.
•More than two-thirds of STEM workers have at least a college degree, compared to less
than one-third of non-STEM workers.
•STEM degree holders enjoy higher earnings, regardless of whether they work in STEM
or non-STEM occupations.

The greatest advancements in our society from medicine to mechanics have come from the

minds of those interested in or studied in the areas of STEM. Although still relatively small in

number, the STEM workforce has an outsized impact on a nation‘s competitiveness, economic

growth, and overall standard of living. Analysis of data from the U.S. Census Bureau‘s American

Community Survey and Current Population Survey provide new insights into the growing STEM

workforce that is central to our economic vitality. STEM jobs are the jobs of the future. They are

essential for developing our technological innovation and global competitiveness.

These factors make STEM workers highly desirable to companies developing or operating on the

technological forefront and extremely important to the U.S. economy, as competitive businesses

are the foundation of a competitive economy. As this analysis highlights, STEM jobs should also

be highly desirable to American workers. Regardless of educational attainment, entering a STEM

profession is associated with higher earnings and reduced joblessness. For college graduates,

there is a payoff in choosing to pursue a STEM degree, and for America‘s workers, an even

greater payoff in choosing a STEM career.

There were nearly 8.6 million STEM jobs in May 2015, representing 6.2 percent of U.S.

employment. Computer occupations made up nearly 45 percent of STEM employment, and engineers

made up an additional 19 percent. Mathematical science occupations and architects, surveyors, and

cartographers combined made up less than 4 percent of STEM employment.

Most of the largest STEM occupations were related to computers and information systems. With

employment of nearly 750,000, applications software developers was the largest STEM

occupation. Computer user support specialists and computer systems analysts each accounted for

over a half a million jobs. Wholesale and manufacturing sales representatives of technical and

scientific products (334,010) was the largest STEM occupation not related to computers.

Mechanical engineers and civil engineers, also non-computer-related STEM occupations, each

accounted for over a quarter of a million jobs. But not all STEM occupations were large. Some

were among the smallest occupations in the country, including mathematical technicians, with

only 820 jobs. Astronomers, postsecondary teachers of forestry and conservation science, and

mathematical science occupations, all other, each had employment of less than 2,000.
Wages for STEM occupations varied vastly. The national average wage for all STEM

occupations was $87,570, nearly double the national average wage for non-STEM occupations

($45,700). Ninety-three out of 100 STEM occupations had wages significantly above the

national average wage for all occupations of $48,320. Petroleum engineers was the highest paid

STEM occupation, with an annual mean wage of $149,590, over $100,000 higher than the

national average across all occupations. Physicists ($118,500) was also among the highest paid

STEM occupations. Seven STEM occupations had annual mean wages near or below the

national average. Environmental science and protection technicians, including health, and

biological technicians had mean wages of $46,540 and $45,230, respectively. Agricultural and

food science technicians and forest and conservation technicians each earned below $40,000 per

year on average.

Employment in STEM occupations grew by 10.5 percent, or 817,260 jobs, between May 2009

and May 2015, compared with 5.2 percent net growth in non-STEM occupations. Computer

occupations and engineers were among the types of STEM occupations with the highest job

gains. Employment in computer occupations was nearly 3.2 million in May 2009 and nearly 3.9

million in May 2015. Employment of engineers was nearly 1.5 million in May 2009, compared

with over 1.6 million in May 2015. Some STEM occupations lost jobs. In 2009, there were

nearly 478,000 jobs in STEM-related sales occupations, compared with approximately 406,000

in 2015.
The STEM group that is projected to grow fastest from 2014 to 2024 is the mathematical science

occupations group at 28.2 percent, compared with the average projected growth for all

occupations of 6.5 percent. This group includes occupations such as statisticians and

mathematicians. Since this group has the lowest employme nt among the STEM groups in 2014,

this growth will result in only about 42,900 new jobs over the period. The only STEM group that

is projected to show little or no change is drafters, engineering technicians, and mapping

technicians, with a slight projected decline of 1.4 percent, a decline of about 9,600 jobs.

Over 99 percent of STEM employment was in occupations that typically require some type of

postsecondary education for entry, compared with 36 percent of overall employment.

Occupations that typically require a bachelor‘s degree for entry, like software developers and

engineers, made up 73 percent of STEM employment, but only 21 percent of overall

employment. Over half of the remaining STEM employment was in occupations that typically

require an associate‘s degree for entry, like web developers and engineering technicians.

Surveying and mapping technicians, for which the typical entry level requirement is a high

school diploma or the equivalent, is the only STEM occupation that does not typically require

postsecondary education for entry.

Among metropolitan areas with high shares of STEM employment, the specific STEM

occupations that were prevalent differed. As a share of total employment, California-Lexington

Park, Maryland, had nearly 49 times as many aerospace engineers as the United States as a

whole, as well as high concentrations of several other types of engineers and engineering

technicians. San Jose-Sunnyvale-Santa Clara, California, had high concentrations of occupations

related to computers and information technology, such as computer hardware engineers,

computer and information research scientists, and software developers. Corvallis, Oregon, had

high shares of occupations related to conservation, wildlife, and agriculture, including zoologists

and wildlife biologists, agricultural and food science technicians, and soil and plant scientists.

STEM experts recommend that prospective STEM workers have a combination of skills,

education, and experience for getting started in these careers.

Skills

Along with having a technical foundation, prospective STEM workers must have strong thinking

and communication skills. People focus so much on math and science that they often ignore

these skills. Ability to consider problems in different ways and then being able to explain a

solution clearly is essential for success in STEM occupations.

Thinking skills: Critical and creative thinking help STEM workers in problem solving to detect

mistakes, gather relevant information, and understand how different parts or systems interact

with each other. STEM workers also need thinking skills to develop innovative, cost-effective

solutions. Workers who think creatively may approach a problem differently—for example, by

adapting knowledge from other disciplines.

Communication skills: Communication skills are important for working well with others and

conveying information clearly, both orally and in writing. Flaws in communication are a

common source of conflict. Communication skills include technical writing, public speaking,
interpersonal communication, and the ability to explain difficult concepts simply. Learning some

of these skills may seem intimidating at first, but practice helps. For example, you can improve

your public speaking skills by practicing in front of small groups until you feel comfortable with

a bigger audience.

Dr. Liz Sherwood-Randall has an impressive resume. While at the Department of Energy, she‘s

visited all 17 of our National Labs, met with energy leaders around the world and joined the

world of twitter. A big believer in public service, Dr. Sherwood-Randall encourages young men

and women to consider careers in service. She presented several critical thinking topics for those

considering a STEM career:

 America‘s national and economic security depends on innovation. At the Department of

Energy, we believe that innovation is driven by diverse perspectives, so one of our top

priorities is expanding the STEM talent pipeline to include people who bring new ideas

to the table. An important part of this effort is focused on women and girls, who are

historically underrepresented in STEM careers both within the Department and in

industry and academia.

 First, we know that role models and mentors help young women visualize themselves as

STEM professionals. The Energy Department has produced a series of online profiles

called Women @ Energy that not only provide successful role models for future women

in STEM, but also showcase the range of opportunities a STEM education makes

possible.
 The Department will also continue to be a partner in leading the successful STEM

Mentoring Café series this year, which will engage more middle and high school

students and educators in mentoring sessions with federal employees and private sector

STEM professionals. The Café series gives historically underrepresented and

underserved groups, including girls and women, a window into these careers and builds a

network of support and ongoing mentorship for students who are interested in studying

and practicing STEM.

 Supportive communities are another key to helping women succeed in STEM. Our

National Laboratories are engaged with their home communities in order to leverage the

talent they house to the benefit of local students. One example is Argonne National

Laboratory‘s ‗Introduce a Girl to Engineering Day,‘ which opens the lab to young female

students and connects them with our scientists and engineers.

 Most recently, the Energy Department‘s Office of Economic Impact and Diversity

developed a Girls of Energy e-book and webpage, which are designed to ignite students'

curiosity in energy science by showcasing exceptional women who are conquering

today‘s energy challenges and creating tomorrow‘s technology solutions. These

resources will engage students in exciting STEM activities that explore cutting-edge

research and technology being developed at the Department of Energy‘s National

Laboratories and sites. We launched Girls of Energy last month at an event that included

hands-on STEM activities for 125 Excel Academy students, and in the future these tools
 will catalyze similar activities, discussions and a passion for science and energy in

classrooms across the country.

 Empowering women and girls to develop their STEM talents will make the United States

stronger and safer as we meet tomorrow‘s challenges. From advanced energy systems to

medicine and cybersecurity to nuclear nonproliferation, women‘s voices are critical to

the innovation we depend on for our security and prosperity. The Energy Department

will continue to lead the way to make energy and other STEM fields accessible to the

next generation of female leaders.

There are many organizations across the country that offer aviation-related scholarships. Browse

the FAA list of resources to learn more.

•AeroClub of New England's Scholarship Program

•Air Traffic Control Association (ATCA) Scholarship Program

•Aircraft Electronics Association (AEA)

•Aircraft Owners and Pilots Association (AOPA)

•Amelia Earhart Memorial Scholarships & Awards

•Astronaut Scholarship Foundation

•AvScholars.com

•Boeing Scholarships

•Girls With Wings Scholarship

•LeRoy W. Homer Jr. Scholarship

•National Coalition for Aviation Education (NCAE)

 •University Aviation Association (UAA)

•Women in Aviation International (WAI)

•Women in Corporate Aviation (WCA)

Numerous organizations across the country offer a wide range of minority scholarships. Browse

the FAA list of resources to learn more.

•Actuarial Scholarships for Minority Students

•Advancing Women in Transportation (WTS) Scholarships

•American Association of Hispanic Certified Public Accountant's (CPA's) Scholarship

•Association for Women In Aviation Maintenance (AWAM)

•BestColleges.com Minority Scholarships

•Black Excel Scholarships & Financial Aid

•Development Fund for Black Students in Science and Technology

•Fellowships for Minority Doctoral Students

•Hispanic College Fund

•Jackie Robinson Foundation

•The National Action Council for Minorities in Engineering (NACME) Scholarship

Program

•National Association for the Advancement of Colored People (NAACP) Scholarship

Program

•Onlineschools.org Minority Financial Aid Guide

•Ron Brown Scholarship

•Thurgood Marshall Scholarship Fund

 •Udall Scholarship for American Indian and Alaskan Native Peoples

•William Randolph Hearst Endowed Scholarship for Mino rity Students

•Women In Aviation, International Available Scholarships

•Zonta International Amelia Earhart Fellowship Awards Scholarship

There are many agencies, both government and private, that offer scholarships to students who

are interested in pursuing a career in a STEM-related field, such as aviation and aerospace.

Browse the list of FAA resources to learn more.

•Free Application for Federal Student Aid (FAFSA) on the Web

•Federal Scholarships & Aid Gateway

•FinAid – The Smart Students Guide to Financial Aid

•Hispanic Engineer National Achievement Awards Conference (HENAAC)

•Gates Millennium Scholarships

•Intel Science Talent Search

•Marine Corps Scholarship Foundation

•ScienceNet Scholarship Listing

•Siemens Westinghouse Competition

•Wisconsin Aviation Hall of Fame Scholarship

Link: http://www.esa.doc.gov/reports/stem- good-jobs-now-and- future

Link: http://www.esa.doc.gov/sites/default/files/stemfinalyjuly14_1.pdf

Link: https://www.bls.gov/spotlight/2017/science-technology-engineering-and- mathematics-

stem-occupations-past-present-and- future/pdf/science-technology-engineering-and- mathematics-

stem-occupations-past-present-and- future.pdf
Link: https://www.bls.gov/careeroutlook/2014/spring/art01.pdf

Link: https://energy.gov/articles/investing-our- future-empowering-women-and-girls-stem

Link: https://www.faa.gov/education/grants_and_scholarships/aviation/

Link: https://www.faa.gov/education/grants_and_scholarships/miscellaneous/

Link: https://www.nsf.gov/news/special_reports/gradchallenge/images/winners/entr ies/third-

place-externalgraduateassitantships.pdf
A Note from the National Science Foundation
on Educational Opportunities

Challenges facing STEM graduate students Scientific knowledge and expertise will play pivotal

roles in addressing pressing, global challenges such as climate change, the spread of infectious

disease, and the ever rising demand for natural resources. Moreover, national investments in

scientific research and education are crucial for innovation and economic growth. Graduate

education in STEM fields is thus essential for training the next generation of scientists whose

efforts will both help to solve pressing global problems and lead to future prosperity. However,

despite long-term investments in graduate training and the productio n of highly skilled scientists,

graduate students in STEM disciplines face an increasingly difficult career landscape, which

limits their ability to apply their expertise both within and beyond the academy.

We wish to address the following issues in graduate education. First, while the scope and scale of

basic research have expanded globally, the number of permanent academic positions in the US

has not grown to accommodate the supply of newly trained scientists and engineers1. Second,

while STEM graduate programs confer the high levels of technical expertise needed for non-

academic jobs, they do not emphasize extra-disciplinary skills that are valuable in today‘s

economy, or expose students to career options beyond academia. Finally, the great extent to

which scientific knowledge must be brought to bear to solve global problems is unfortunately

matched by equally profound misunderstandings of science by policy makers and the broader

public, impeding progress towards solving national challenges.

Therefore, our solution is to broaden current graduate training in the sciences in order to

simultaneously expand career options for STEM graduates and allow them to productively

interface with sectors of society outside the academy, both private and public, through t he

External Graduate Assistant (EGA) program. An EGAship is an internship for a graduate student

at a non-academic organization (government, NGO, private firm, etc.) to be completed during

the academic year in place of a more traditional teaching assistantship (TA). The NSF will

incentivize the creation of EGAships, thereby allowing academic and non-academic

organizations to better prepare future scientists for diverse career opportunities and to address

fundamental challenges that lie at the intersection o f many sectors of society.

The Existing Graduate Training Landscape

Although myriad programs facilitate interactions between STEM students and non-academic

organizations to complement academic training, these programs largely target undergraduate and

post-doctoral demographics. Undergraduates develop practical skills complementary to their

classes through full- or part-time internships. At the post-doctoral level, there are training

opportunities such as EPA and Sea Grant fellowships and MBA programs for STEM graduates.

At the STEM graduate level, programs such as the NSF GK-12 incentivize graduate students to

work in K-12 schools, while programs like the Knauss Marine Policy Fellowships and DOE

CSGF program support full-time off campus training opportunities. However, synergistic

approaches that combine part-time extra-academic opportunities with concurrent graduate study

are largely absent in STEM graduate training programs. This lack of broad-scale institutional

structure for such approaches presents a unique opportunity to establish an EGA program. In this

program, STEM graduate students will collaborate with non-academic organizations (hereafter,
Partner Organizations [POs]), both public and private, to address societal challenges from

multiple professional perspectives while expanding and cultivating extra-disciplinary skills.

The structural similarity between EGAships and TAships sets the stage for the EGA program‘s

practical adoption into graduate curricula. In a TAship, graduate students perform needed work

on a part-time basis for their parent university while simultaneously gaining teaching experience.

The TAship thus prepares a graduate student for the pedagogical components of an academic

career. In an EGAship of comparable time commitment and compensation, the graduate student

will contribute her STEM expertise to a PO while gaining extra-academic experience, thus

preparing the student for a broader career landscape and strengthening bonds between academia

and POs for future collaborations.

Implementing the Exte rnal Graduate Assistant Program

The EGA Program unites needs of STEM graduate students with needs of POs, providing

beneficial outcomes for all involved parties. Specifically, a graduate student will collaborate with

a PO to apply STEM knowledge to a shared, research-oriented goal. Like a TAship, an EGA

recipient will simultaneously continue her existing graduate program while continuing to receive

stipend support. For example, an EGA could work with a senator‘s office to examine the

implications of climate change legislation, or could partner with a community development NGO

to share the latest research on urban farming with the public. Similarly, an EGA could

collaborate with a clean energy startup to translate promising research into cutting-edge

technologies. Opportunities need not be limited to local institutions; in some cases, technology

allows for remote EGA collaborations.

NSF will play a crucial role in the EGA program by incentivizing participation and facilitating

connections between academic institutions and POs. In order to stimulate participation in

EGAships, NSF will launch and maintain a website called the Partner Organization Database

(POD). NSF will hold yearly calls for POs to participate in the EGA program and list suitable

POs in the database. Students will learn about potential EGAship projects through the POD.

When a student identifies a suitable EGAship, a simple form will be available on the website to

interface with a designated contact person at each PO. Additio nally, the website will contain

contact information for EGA Program alumni both to build a professional alumni network and

enable NSF to track program outcomes. The POD is essential to facilitate connections between

universities and non-academic organizations as well as lower the barrier to beginning an

EGAship.

NSF will award EGAships to individual students on an application basis. Interested graduate

students will approach prospective POs through the POD and collaborate to write a short

description of a proposed project. This document, along with a letter of support from the

student‘s advisor and a supervisor at the PO, will constitute the EGA application. A panel of

reviewers will rank applications based on the extent to which the proposed project will (1) allow

the graduate student to acquire new, useful skills, and (2) create meaningful networks between

students, universities and POs.

Completion of an EGAship will satisfy one TAship requirement for the student. To encourage

graduate programs to accept EGA credit in place of TA credit, NSF will provide
financial incentive to the student‘s institution equivalent to the replacement cost of one TAship at

that university. Such financial incentives will be feasible and broadly applicable because of their

relatively low costs. In comparison to the NSF-GRFP, which fully funds a single student over 12

academic quarters, the EGA program could flexibly fund numerous individual EGAships on a

quarterly/semesterly basis.

Changing Graduate Education

Although the outcomes of an EGAship will be specific to each individual experience, we

recognize several general outcomes for students who participate. Beyond gaining experience in

applying disciplinary skills in non-academic settings, extra-disciplinary outcomes of EGAships

include an increased ability to manage projects; to partner, collaborate, and engage with

individuals from diverse backgrounds; to communicate scientific goals to non-scientists; and to

execute projects that cross traditional academic disciplines, among others. POs will benefit from

working with STEM-trained EGAs and scouting highly competent future employees, whereas

universities will have more marketable graduates and enriched, diversified graduate programs.

Ultimately, both POs and universities will benefit from the closer collaborations and partnerships

facilitated by EGAships and the increased visibility of STEM graduates to potential employers

and the broader public.

The EGA program will transform graduate education through a two-tiered approach: (1) NSF

incentivizes universities and POs to facilitate the EGA as an acceptable alternative to the TA,

resulting in institutional support for STEM training beyond the academy; (2) Student- initiated

participation in the EGA program and a growing network of EGA alumni will encourage STEM
students to seek broader extra-academic training and expose them to novel career and

collaborative opportunities. These two approaches will generate a STEM graduate education

culture that is cognizant of the individual career challenges STEM students face while preparing

these graduates to work among many sectors of society. More broadly, STEM-based solutions

are required for many global challenges, but there is a deficit of relevant preparation in

traditional graduate school curricula for implementing efficient solutions beyond the academy.

The EGA will engender a culture of extra-disciplinary training in STEM graduate education and

strengthen academic and non-academic partnerships in order to solve tomorrow‘s challenges.

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