A Quick look at our Vital Signs for the state reveals some troubling trends. No other state has seen a steeper decline in the number of degrees and certificates awardedn in computer science and related fields:
This trend is perplexing, because demand for computing talent in the state remains robust. According to Economic Modeling Specialiststs, International, the state boasts one of the highest concentrations of computing jobs in the nation , and prospects for future growth look robust:
These conflicting trends do not bode well for New Jersey. That said, there may be glimmers of hope. The state is among the growing number that allows high schoolers to count computer science credits towards graduation requirements, and charts like the ones we share here will surely push state advocates to go even farther. After all, grim realities can be very compelling.
To dig into more data on STEM education in New Jersey, check out our New Jersey PowerPoint presentation.
 EMSI ranks the state eighth on this measure.
This Pi Day we’re unraveling the mystery behind the math—and the tale might just be worthy of the big screen.
Around the 6th Century BC, Pythagoras, the famous philosopher credited with the Pythagorean Theorem, established a school in southern Italy. The school believed in mathematics as a religious principle, declaring that “God is number.” This was the foundational ideology that guided life and worship at the Pythagorean School—similar to the ideas behind Christianity, Judaism, or Islam. This idea led to other practices at the school, like vegetarianism and the idea that every number held special human characteristics.
One of these firm beliefs included the notion that every real number could be rewritten as a fraction or ratio, thus the term rational numbers. So, you can imagine the shock when a Pythagorean student named Hippasus first discovered that √2 doesn’t break down to a familiar fraction. When expressed as a decimal, there is no ending or pattern. It is said that this discovery of endless, patternless (thus irrational) numbers was so disturbing for Pythagorean philosophers that it resulted in Hippasus’ death.
Though no one knows for certain, many credit Hippasus with finding irrational numbers. To this very day, many compete to memorize the most digits of Pi, arguably the most famous irrational number of them all. Even with their turbulent past, Pi and other irrational numbers have had many practical implications. Pi continues to play a major role in fields that shape our future like architecture, engineering, computing, and astronomy. Hippasus and intellectual explorers like him have helped us discover sublime order in apparent chaos throughout history.
Check out this cool link to discover 1 million digits of Pi!
Photo courtesy of the University of Indiana Department of Mathematics & Computer Science.
In the past few years, Michigan has roared back to life as a magnet for STEM jobs like engineering, and the state's employers are right to wonder if they will be able to fill those jobs with qualified people. Fortunately, we see strong signs that Michigan leaders are on the case.
On Tuesday, I was honored to testify before Michigan's House Education Reform Committee about Change the Equation's efforts to help the state identify and scale K-12 STEM education programs that are most likely to have an impact. CTEq's STEMworks has already helped rigorously-vetted programs, such as Engineering is Elementary and Project Lead the Way, receive $1 million in state funds. We have high hopes for much more to come.
Efforts like these are very timely. For a state that was ground zero in the Great Recession, Michigan has an uplifing story to tell about STEM jobs. For example, it has been a great place for engineers. The number of engineering jobs in the state grew 11 percent from 2006 and 2016, compared to a meager 2 percent for the nation as a whole. Engineering jobs will probably grow another 13 percent between 2016 and 2026, faster than the 11 percent projected for the nation. That amounts to tens of thousands of engineering jobs.
Will employers be able to find the engineering talent they need over the coming decade? That's a harder question to answer. There is some reason for concern. First, they cannot fully tap the state's minority talent. Black, Latinos, and American Indian Michiganders make up 23 percent of the state's college-age population but receive only 5 percent of engineering degrees and certificates:
Women are almost as scarce in the field:
There's good news on the horizon: In late 2015, the state adopted academic standards in science that formally incorporate engineering principles. If other states that have adoped similar standards are any indication, all Michigan students, regardless of race or gender, will soon learn the fundamental principles of engineering.
Programs like those in STEMworks will only help.
Last week, the Washington State Olympian newspaper ran an editorial urging state legislators to support Governor Inslee's STEM education funding proposals, which include dramatically expanding access to computer science classes and connecting students to careers. Washington STEM, the state's leading STEM advocacy group, is doing critical work to fuel this agenda, and to ensure that it focuses on "access for low income, rural and underrepresented populations."
We think that focus is spot on. Like many states, Washington struggles with enormous gender and racial gaps in the STEM fields. Here's a small sample of state data from our Vital Signs website.
First, women receive less than one out of every four computer credentials in the state. Compare that to roughly 37 percent in 2001:
The racial and ethnic gaps are equally alarming. Black, Latino, and American Indian Washingtonians make up 21 percent of the college-age population but receive only 11% of degrees and certificates in computing:
Such gaps begin early. There is evidence that many minorities' talents are getting squandered in high school or earlier:
To dig deeper into STEM education data in Washington State, download our Washington State PowerPoint presentation. For similar data on other states, see our state Vital Signs Summaries page.