Education Policy Breakfast Series

2010-2011 Series: Challenges and Promises of Science, Technology, Engineering, and Mathematics (STEM) Education

This year's three-part series focused on the connections between education and the broader economy, with a particular focus on science, technology, engineering, and mathematics (STEM) education. We considered the role of K-12 and postsecondary educational institutions, as well as not-for-profit science, cultural, and government institutions.

Episode 3: The Pipeline for STEM Education

In this third and final talk of the series, our presenters took a look at pathways to careers in science, technology, engineering, and mathematics, especially for women. What factors might explain the underrepresentation of women in STEM fields, most notably in higher education? How can we improve opportunities for women and others who are underrepresented in these fields? What are the implications for public policy?

Guest Speakers: Cordelia Reimers and Andresse St. Rose

Episode 2: The Urban Advantage of Learning Science in New York City - The Role of Science-Rich Cultural Institutions

In this second talk of our series on science, technology, engineering, and mathematics education, our presenters took a look at the role of science institutions in supporting science learning.

As education policy increases its focus on science education, science-rich cultural institutions offer a unique opportunity to support and complement science instruction, learning, and professional development. What can we learn about innovative approaches to science education from programs at two New York City science museums?

Guest speakers: Lisa Gugenheim and Preeti Gupta

Episode 1: Exploring the Links between Education and Economic Growth: Limits of the Emerging Consensus

In this first talk of our series on science, technology, engineering, and mathematics education, our presenters took a critical look at the common belief that education is a vital component of economic growth.

Reports by international groups such as the Organization for Economic Cooperation and Development routinely link levels of educational attainment or countries' performance on international mathematics, science, and reading assessments to GDP and productivity growth.

What are the consequences of the failure of the international assessments to measure non-cognitive aspects of schooling such as persistence, effort, and interpersonal relations? Is increased spending on education in industrialized nations the right prescription for improving international competitiveness and escaping the current economic downturn?