060919AMLBIANYS

Regaining New York’s Competitive EdgeIncreasing Engineering, Math and Science Majors: 

Regaining New York’s Competitive Edge Increasing Engineering, Math and Science Majors Elizabeth Torgerson-Lemark Fall 2006

New York’s Independent SectorWho We Are: 

New York’s Independent Sector Who We Are

Overall Growth in Enrollment: 

Overall Growth in Enrollment 458,000 students, most in baccalaureate and graduate programs The Independent Sector accounts for 40 percent of the total higher education enrollment in the state Headcount Enrollment by Sector at Four-year and Graduate Campuses Selected Years

New York Independent Sector Largest in the Country: 

New York Independent Sector Largest in the Country

NYS Top Importer of Students: 

NYS Top Importer of Students

Home to the Top Universities and Colleges: 

Home to the Top Universities and Colleges

New York’s Independent SectorWhy We’re Important: 

New York’s Independent Sector Why We’re Important

Private Education is the Fastest Growing Sector in New York: 

Private Education is the Fastest Growing Sector in New York

New York’s Economy Changing from FIRE to ICE: 

New York’s Economy Changing from FIRE to ICE

ICE Sector InManufacturing Sector Out: 

ICE Sector In Manufacturing Sector Out

Home to Top Research Medical Schools: 

Home to Top Research Medical Schools

NIH Recognizes the Research Powerhouses in New York State: 

NIH Recognizes the Research Powerhouses in New York State

New York’s Private CollegesLeading the Way in Research and Development: 

New York’s Private Colleges Leading the Way in Research and Development

The Challenge Ahead: 

The Challenge Ahead

Lagging Behind in Science and Math: 

Lagging Behind in Science and Math Percentage of undergraduate degrees in science and engineering: 66 percent in Japan; 59 percent in China; and 32 percent in United States. In the 4th grade, U.S. students score above the international average in math and near first in science. By 8th grade, they score below the international average in math and only slightly above it in science. By 12th grade, U.S. students are near the bottom of a 49-country survey in both math and science, outperforming only Cyprus and South Africa. Today, the U.S. ranks 17th in the proportion of the college-age population earning science and engineering degrees. Down from third place several decades ago. We’re losing our future scientists and engineers around junior high school and, as the percentage of African-American and Hispanic students increases, the picture becomes bleak. Today, African-Americans and Hispanics account for 39 percent of the U.S. high school population while only 6 percent of the science and engineering workforce. The U.S. is a superpower largely on its leadership in science and technology, therefore, it is vital that we prepare our future generations to replace our current scientists and engineers.

The Numbers are Alarming: 

The Numbers are Alarming The number of bachelors degrees conferred in New York State in engineering, mathematics, and the physical sciences have been dropping steadily in the past 20 years. From 1984-85 to 2004-05, engineering degrees have declined 36 percent; mathematics down 25 percent; and physical sciences, down 33 percent. A bright spot, biological and biomedical science degrees have increased 4 percent. Over the past 20 years the number of engineering degrees conferred has dropped, yet, the proportion of international students receiving engineering degrees at all levels has increased. The increases are dramatic particularly for master’s and doctoral degrees. Comparing 1984-85 to 2004-05: the number of bachelor’s degrees increased from 6 percent to 10 percent; master’s degrees up from 24 percent to 47 percent; and doctoral degrees, up from 46 percent to 71 percent. It appears American students are not pursuing engineering degrees, or may not have the proper foundation to enroll in an engineering bachelor’s degree program. A review of recent New York State Regents exams in math and science speaks to the issue of preparation: We reviewed one cohort of students, those entering kindergarten in 1991-92 and in their senior year in 2003-04. Eight in ten (81%) of these students sat for the biology exam but only 55 percent took the chemistry exam, 42 percent the Math B Regents and 21 percent the physics Regents their senior year. Only one-quarter of our students scored greater than 84 percent on the biology Regents, 15 percent on the chemistry, 27 percent on math and 23 percent on the physics Regents. Without the foundation of these high school courses, students are unprepared to major in math, science, and engineering degrees at the college level. Less than 15 percent of U.S. students have the prerequisites even to pursue scientific/technical degrees in college.

Nationally Science and Engineering Degrees Increasing Slightly: 

Nationally Science and Engineering Degrees Increasing Slightly

Science and Engineering Degrees Increasing in New York State: 

Science and Engineering Degrees Increasing in New York State

The Problem We Face: 

The Problem We Face

Who’s Earning Engineering Degrees?: 

Who’s Earning Engineering Degrees?

Changing Demographics: 

Changing Demographics

New York State Students Taking High School Biology, Chemistry, Math, and Physics: 

New York State Students Taking High School Biology, Chemistry, Math, and Physics

The Independent Sector’s Five-Part Plan: 

The Independent Sector’s Five-Part Plan

Five-Part Plan To Increase Engineering, Math and Science Majors: 

Five-Part Plan To Increase Engineering, Math and Science Majors Increase the number of engineers who stay and work in New York State through an engineering loan forgiveness program; Need-Based Scholarship Program to recruit math and science teachers in New York State; Establish eight math and science-focused high schools, including four on the Early College High School Model (three in NYC, one in Buffalo, Rochester, Syracuse, the Capital District, and Long Island); Expand STEP/C-STEP funding to allow more schools to apply and increase the number of counselors/mentors; and Create a High-Technology Portal to connect New York new and growing businesses to the know-how and expertise on New York’s private and SUNY campuses.

Maintaining Technological Leadership: 

Maintaining Technological Leadership Data show the number of graduates with engineering degrees is declining in New York State. If the state is to maintain an information and high-technology based economy it must encourage more students to study these subjects and then live and work in New York. Increasing math and science majors is a long-term, “prime the pump” approach, and though important, does not address the state’s immediate needs. To help expand today’s New York’s high technology economy, cIcu proposes a $50 million loan forgiveness program for engineers and related professions. Engineering graduates would receive loan forgiveness of $10,000 per year for up to five years in exchange for a five-year commitment to work for a New York firm. Through this program, we hope to stem the brain drain.

Expand the Newly Enacted Math and Science Teacher Scholarship Program: 

Expand the Newly Enacted Math and Science Teacher Scholarship Program Understanding that our K-12 system is becoming more economically diverse every year, it makes sense to actively recruit teachers to present a role model to these increasing number of students. In the Albany school district, 70 percent of the students are minorities while only 11 percent of the teachers are black or Hispanic. This is one reason cIcu proposes linking the goal of diversity with the goal of increasing math and science teachers. A Syracuse University study, “Staffing Classrooms,” identified science and math teachers as the most difficult to recruit. The Legislature and Governor in 2006 passed a new program to award 500 scholarships of up to the SUNY resident undergraduate tuition to New Yorkers who agree to teach math and science in a NYS middle or high school for five years. We recommend expanding this program into a diversity scholarship program for college students who agree to teach math or science in New York State middle or high schools. 85 percent of public school teachers accepted their first teaching position within 40 miles of their hometown. We want to encourage students to return and teach in their home districts. This scholarship of $10,000 per year would be available to qualified students for up to five years, with a preference for applicants with family incomes under $75,000, and in return these students would commit to teach math and science in New York State middle and high schools.

Fund More Early College High Schools : 

Fund More Early College High Schools Each Early College High School (ECHS) will be sponsored and operated by a New York college or university. The sponsoring college, in partnership with the local school district, will hire the principal and all faculty members for the school. Students could be enrolled based on a combination of an interview and lottery system, which will help ensure equal access to these programs. At each ECHS, starting in the 9th grade students complete all high school requirements and up to two full years of college in four years, graduating with both high school diploma and possibly an associates degree. ECHS will have an enriched math and science curriculum, grounded in the liberal arts and sciences. The goal is to educate traditionally underserved students and provide these students with intensive tutoring and support services to succeed in an accelerated learning environment. We expect local school districts to contribute 75 percent of the support and the state and partner college to provide 25 percent to enhance the program and student support services. For example, in June 2001, the New York City Department of Education and Bard College collaborated to create Bard High School Early College; one-half of the faculty have Ph.D.’s The Legislature and Governor in 2006 funded three math and science high schools, one in New York City, one in the Capital District, and one in another area of the state. We commend this new initiative but would like to see it expanded.

Expanding STEP/C-STEP and Counseling: 

Expanding STEP/C-STEP and Counseling While 39 percent of high school students in New York State are minorities, only 7 percent of bachelor and advanced degrees conferred in math, science and technology are awarded to minorities. In an attempt to increase minority participation in the sciences, the state of New York established the Science and Technology Entry Program and Collegiate Science and Technology Entry Program (STEP/C-STEP) program. STEP is designed to increase the number of historically underrepresented and disadvantaged students prepared to enter college, especially in the areas of mathematics, science, technology, health-related fields and the licensed professions. This is the high school component and receives 60 percent of the STEP/C-STEP annual funding. C-STEP is designed to increase the number of historically underrepresented students who enroll in and complete undergraduate and graduate programs in mathematics, science, technology, health-related fields and the licensed professions. This is the college component and receives 40 percent of the STEP/C-STEP annual funding. Funding for STEP/C-STEP was doubled last year to expand the program. We believe new funding should be used to increase the number of counselors/mentors to make sure high school students are aware of the foundation courses necessary to be prepared for college degree programs in math, science or engineering.

Creation of High-Technology Portal: 

Creation of High-Technology Portal The Commission on Independent Colleges and Universities (CICU), and the State University of New York (SUNY) will develop an online “portal,” an easy-to-use Internet gateway to approximately 175 higher education institutions: Facilitate connections between industry and academia, offer new opportunities to New York companies, and launch careers for alumni. Provide a fast, relevant online resource to support efforts to mobilize, connect, and grow industry clusters, emerging businesses, and non-profit organizations. Provide individuals who have specific questions, interests or needs with sophisticated search capabilities to facilitate access to expertise, research and business partnerships, consulting agreements, and service learning projects, as well as access to recent graduates, facilities, equipment and available technologies. Nurture an online community to create social network connections that further strengthen higher education's role in economic development. Expected “go live” date: late 2007