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1 John Yochelson, Venessa Woods, and Charlene Murray THE TALENT IMPERATIVE IN SCIENCE AND ENGINEERING 2004 Annual Diversity Conference.

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Presentation on theme: "1 John Yochelson, Venessa Woods, and Charlene Murray THE TALENT IMPERATIVE IN SCIENCE AND ENGINEERING 2004 Annual Diversity Conference."— Presentation transcript:

1 1 John Yochelson, Venessa Woods, and Charlene Murray THE TALENT IMPERATIVE IN SCIENCE AND ENGINEERING 2004 Annual Diversity Conference

2 2 What is BEST? What have we learned about program effectiveness in pre-k-12 and higher education? What is the action agenda for the corporate sector?

3 3 BEST is a public-private partnership building a stronger, more diverse U.S. workforce in science, engineering and technology. Mission What is BEST?

4 4 Background Launched September 2001 $2M Seed funding from 7 federal agencies, led by the National Science Foundation Corporate and Foundation Sponsors: Alcoa FoundationW.K.Kellogg Foundation American Institutes for ResearchLockheed Martin Bill and Melinda Gates FoundationLounsbery Foundation CH2M HillQUALCOMM Hewlett Packard Microsoft William and Flora Hewlett Foundation Pfizer Intel Foundation TXU What is BEST?

5 5 Strategy What is BEST? Convene the nations most respected practitioners and researchers to identify effective practices in pre-K-12, higher education, and the workplace for women, under-represented minorities, and persons with disabilities. Disseminate findings and work with stakeholders to drive systemwide change.

6 6 The United States faces a Talent Imperative in science and engineering. What have we learned? Lesson # 1

7 7 Innovation accounts for 50 percent of long-term U.S. economic growth. Human capital is our most precious innovation asset. A world-class science and engineering workforce is indispensable. What have we learned? Why the Talent Imperative Matters

8 8 The U.S. S&E workforce draws on a narrow and declining segment of our population. U.S. student interest in many technical disciplines is far off peak levels of the 1980s. The international component of the U.S. technical workforce has increased steeply. The United States is not keeping pace with the growth of international S&E capacity. What have we learned? A Perfect Storm in the Making

9 9 There are pockets of excellence in developing talent of all groups… but they are mostly isolated and not part of system-wide solutions. What have we learned? Lesson # 2

10 10 Lesson # 3 Solutions Require Multiple Changes: Stronger pre-k-12 foundational skills Increased degree production Greater career attractiveness Tighter system-wide connectivity Additional resources What have we learned?

11 11 Lesson # 4 Solutions Require Leadership of Employers from All Sectors Adopt best practices within organizations Reach beyond organizational boundaries Invest in the educational supply chain What have we learned?

12 12 Lesson # 5 Solutions require effective programs …and program effectiveness should rest on evidence. What have we learned?

13 13 Pre-K-12 Findings and Recommendations What have we learned? Pre-K-12

14 14 BESTs Pre-K-12 Methodology: Step 1 – Design an Approach Step 2 – Create a National Sample Step 3 – Apply Criteria to Rate Programs Step 4 – Distill Design Principles What have we learned? Pre-K-12

15 15 EFFECTIVE PRE-K-12 PROGRAMS WITH RESEARCH EVIDENCE Probable Direct Instruction Mathematics Project SEED (Special Elementary Education for the Disadvantaged ) Notable AVID (Advancement Via Individual Determination ) Algebra Project FAST (Foundational Approaches in Science Teaching ) Gateway to Higher Education Project GRAD (Graduation Really Achieves Dreams) Puente Yupik Mathematics What have we learned? Pre-K-12

16 16 Pre-K-12 Design Principles Defined outcomes Persistence Personalization Challenging content Engaged adults What have we learned? Pre-K-12

17 17 Pre-K-12 Design Principles Defined Outcomes 1) How well defined are the outcomes of the science, mathematics or pre-engineering program? 2) Are these outcomes fully understood by students, teachers, parents, school boards and other educational decision makers? 3) What evidence indicates the desired outcomes are being reached? What have we learned? Pre-K-12

18 18 Pre-K-12 Design Principles Persistence 1) How long has the program lasted? 2) Has the program shown the capacity to scale up in different settings? 3) Has the program proved sustainable in changing conditions? Why and how? What have we learned? Pre-K-12

19 19 Pre-K-12 Design Principles Personalization 1) How is one-on-one contact between students and teachers organized; e.g., mentors, tutors, etc. 2) How are teachers, tutors and mentors selected and trained? 3) What indicators provide evidence that significant personalization has been achieved and has been effective? What have we learned? Pre-K-12

20 20 Pre-K-12 Design Principles Challenging Content 1) Does content match state standards and assessments as well as national standards? 2) Is mastery of content a high expectation for all students and is this well communicated to students and parents? 3) How much pertinent training do program instructors have and what level of credential is required? What have we learned? Pre-K-12

21 21 Pre-K-12 Design Principles Engaged Adults 1) Do all adults engaged in the program buy into it and believe in the capacity of all students to succeed? 2) What is the consistency of staff involved in the program over time? 3) Is parental support sought and encouraged? Is the level of support measured? What have we learned? Pre-K-12

22 22 Effective pre-K-12 programs targeting under-represented groups must be more closely aligned to system-wide reform. Lesson # 6 What have we learned? Pre-K-12

23 23 System-wide Reform Premise:Lift all boats to better prepare students from underrepresented groups Leverage Points: Teachers Curriculum Standards School and Class Size Technology What have we learned? Pre-K-12

24 24 Targeted Programs Premise:The pre-K-12 system cannot meet the challenge alone Leverage Points: Individual Students Mentoring Parents Role Models What have we learned? Pre-K-12

25 25 BESTs Recommendations Deepen the knowledge base Tighten the link between research, policy and practice Use design principles of best practice to align targeted and system–wide approaches What have we learned? Pre-K-12

26 26 ETHS Mission Statement: Embracing its Diversity, ETHS dedicates itself to Educating all students to their fullest potential. School Goals: Align assessment, instruction, and curriculum with the K-12 Standards in every department. Examine and improve student support structures to ensure that students at all performance levels are able to meet high academic standards. Build personalized connections as a means to address The needs of all students, in particular the disengaged Students. Evanston Township High School

27 27 AVID is designed to increase school wide learning and performance. The mission of AVID is to ensure that all students, and most especially the least served students in the academic middle capable of completing a college path: Will succeed in a rigorous curriculum, Will enter mainstream activities of the school, Will increase their enrollment in four-year colleges, And Will become educated and responsible participants and leaders in a democratic society. THE AVID PROGRAM (Advancement Via Individual Determination)

28 28 AVID programs are defined by Eleven Essentials for implementation. Each essential must be implemented over a set timeline to ensure the programs existence at any given site for AVID Certification. Each AVID site must state a description of the programs Current condition Each AVID site must state Action Steps to develop or sustain all eleven Program Essentials AVID Essentials

29 29 Program Essentials Meet student selection criteria Ensure voluntary participation by students and staff Provide AVID elective within regular school day Enroll students in rigorous course of study Scheduling

30 30 Engage students in relevant writing and reading curriculum Use inquiry as a basis for instruction Use Collaboration as a basis for instruction Curriculum Program Essentials

31 31 Support Facilitate student access to rigorous curriculum with tutors Monitor program implementation and student progress through the AVID data system Identify site/districts resources for program costs and AVID staff development Ensure that an active interdisciplinary site team collaborates on issues of student access to rigorous courses

32 32 The Student What do AVID students Do? WICRWICR Writing Pre-write; draft Respond; revise Edit; final draft Class and textbook Cornell note taking Learning logs & journals Collaboration Group projects Study groups Jigsaw Activities Read-arounds Response /Edit/ Revision groups Collaborative activities Inquiry Skilled questioning Socratic Seminars Quick writes / Discussion Critical thinking Activities Writing questions Open-minded activities Reading SQ3R KWL Reciprocal teaching Think alouds

33 33 Students with AVID Benefit From: Structured Collaborative Inquiry Sessions A re-defined Academic Peer Group Explicit teaching of the hidden Curriculum Time to study materials more deeply Accountability The Student

34 34 Students w/ AVID Benefit From: Emphasis on: Study skills Organization Goal setting Time management All connected to academics The Student

35 35 BEST: Design Principles Defined Outcomes:Math and Science path ways Persistence: Core Methodologies Personalization:Building the Elective Team The Connection:

36 36 Personalization:Building the Elective Team Challenging Content: WICR Engaged Adults: The Site Team & Parent Advisory Board The Connection: BEST: Design Principles

37 37 A Corporate Action Agenda Support Effective Programs Balance targeted and system-wide investments Capitalize on Partnerships Focus on Leverage points What have we learned? Higher Education

38 38 What is next for BEST Community Engagement Partnership with DOD Scaling best practices What have we learned? Higher Education

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