New Ingredients for Student Success

1. New Ingredients for Student Success Bob Pearlmanbobpearlman@mindspring.comhttp://www.bobpearlman.org Harris County Education Technology Forum: Education, Business & Technology Converge for a Greater Houston Region Houston, October 1, 2002

2. Good News and Bad News

5. Inaugurated October 1, 2002

6. The First Recession of the New Millennium Fall, 2000 – The Dot.Com bust Spring, 2001 – The Technology and Telecommunications sectors go bust Fall, 2001 to present – The Blue Chips drop 50%

8. Houston • 4th largest city in U.S. • 10th biggest Consolidated Metropolitan Statistical Area (CMSA) in U.S.

12. Internet Cluster Regions – U.S. Chicago “Silicon City” Seattle — “Silicon Forest” Boston “Route 128” New York — “Silicon Alley” San Francisco “Multimedia Gulch” Washington, D.C. “Silicon Dominion” Silicon Valley Los Angeles “Digital Coast” ResearchTriangle “Silicon Triangle” Austin — “Silicon Hills” Atlanta“Capital of the New South” Miami“Silicon Beach”

13. Global Internet Cluster Regions Canada “Silicon Valley North” United Kingdom “Silicon Kingdom” Scandinavia “Wireless Valley” Japan “Bit Valley” Germany “Silicon Saxony” China/Hong Kong “Cyber Port” France “Telecom Valley” Israel “Silicon wadi” India Singapore “Intelligent Island” United States

14. Silicon Valley, 2000 40% of workforce in 7 high-tech clusters

15. Silicon Valley, 1970 VALLEY OF HEART’S DELIGHT

16. What region or regions will be best poised to grow during the next recovery?

17. What’s the connection between economic success and student success?

18. Workforce Gap The What Workforce Gap?

19. The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to 216,000 in 2000. Most alarming is the increase in the levels of unfilled positions Total Demand For High-Tech Industry Clusters - 2000 Estimated Gap For High-Tech Industry Clusters - 2000 (In Thousands) 216 Unfilled Positions 11% 160 Outside Recruits 7% Unfilled Positions Local Labor and Voluntary Movers 62% Outside Recruits Commuters 21% Commuters 100% = 570,000(1) Note: (1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997 Source: A.T. Kearney Analysis, Workforce Study

20. The incremental costs to businesses in the Silicon Valley due to this workforce “gap” have escalated to over $6 billion annually Annual Workforce Gap Costs ($ Billions) Incremental Cost Components (%) 100% = $5.2-$6 .6 billions 9.2 Turn-over Costs 16% 7.8 Salary Premium Hiring Costs Turn- over Costs Salary Premium 26% 2.6 Opportunity Costs Opportunity Costs 56% Hiring Costs 2% Source: A.T. Kearney Analysis, Workforce Study

21. The Old Formula: Education => Student Success

22. The Student Success Multiple Choice Test: 1 A I learned little in high school B I learned a lot in High School C I learned a lot in high school and can show evidence of my work in my Digital Portfolio on the web

23. The Student Success Multiple Choice Test: 2 A I did not work in a job while I was in high school B I had some jobs while I was in High School C I had an internship in my field of interest while I was in high school

24. The Student Success Multiple Choice Test: 3 A I never made an oral presentation B I made an oral presentation, but I’m afraid to speak in front of a group C I have no qualms in speaking before a group. I’ve done it many times.

25. The Student Success Multiple Choice Test: 4 A I don’t know what I want to do after high school B I’m going to college. I’m not sure what I’ll major in. C I’m going to college. I know what I want to study.

26. The Student Success Multiple Choice Test: 5 A I don’t use technology for my schoolwork B I occasionally use technology for my schoolwork C I use technology tools all the time to do my work and present it

27. The Student Success Multiple Choice Test:6 A I can’t connect to my school network from home B I can log onto my school network from home and see my assignments C I can log onto my school network from home, see my assignments and grades, and do my work. And so can my parents

28. The Student Success Multiple Choice Test: 7 A I never work with other students B A few times I worked with other students on an assignment C Not always but most of the time we collaborate with other students (and sometimes adults) on a project.

29. The Student Success Multiple Choice Test: 8 A School is boring B I am very busy with my schoolwork, but mostly bored by it C I am really engaged in my projects, my internship, and my college classes

30. The Student Success Multiple Choice Test: 9 A To graduate I had to pass most of my courses B To graduate I had to pass all of my courses C To graduate I had to pass all of my courses and present oral, written, and digital evidence of what I know and can do.

31. The Student Success Multiple Choice Test: 10 A I don’t know any adults other than my parents who could help me B I know adults—relatives, friends, community members– that could probably help me C I know adults—relatives, friends, community members,, and supervisors– who have mentored me in my school projects, at work, and in planning for college and career

32. So what does this mean for preparing kids? The three concerns… • Our kids need opportunities to learn (Education – Preparing Kids for College and Careers) • We need better skilled workers (Workforce Development) • It’s my own kids (get them out of the house when they reach their mid-20s)

33. BOOMERANG GENERATION The latest census figures indicate that more than 80 million so-called “empty nesters” now find themselves with at least one grown child at home “We reared our children, educated them, threw them out into the big world and what did they do?  They came back home by the millions!” --Dr. Charles V. Petty, President, Family Success Unlimited

34. So what do kids need to know and be able to do?

35. SCANS Workplace Know-How (1991) • Competencies – effective workers can productively use: • Resources -- identifying, organizing, planning, and allocating time, money, materials, and workers; • Interpersonal Skills -- negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member; • Information Skills -- using computers to process information and acquiring and evaluating, organizing and maintaining, and interpreting and communicating information; • Systems Skills -- understanding systems, monitoring and correcting system performance, and improving and designing systems; and • Technology utilization skills -- selecting technology, applying technology to a task, and maintaining and troubleshooting technology. Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor

36. SCANS Workplace Know-How (1991) • The Foundation – competence requires: • Basic Skills -- reading, writing, speaking, listening, and knowing arithmetic and mathematical concepts; • Thinking Skills -- reasoning, making decisions, thinking creatively, solving problems, seeing things in the mind's eye, and knowing how to learn; and • Personal Qualities -- responsibility, self-esteem, sociability, self-management, integrity, and honesty.

37. Written for NCREL by Cheryl Lemke, Metiri Group Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S. Congress Preparing Students for the 21st Century, 1996, American Association of School Administrators

38. Job Outlook 2002, National Association of Colleges and Employers (NACE)

39. Working in the Real World (i.e. California?) • Projects, projects, projects • Teamwork and collaboration • Self-direction • Interpersonal skills • No one asks about your formal education

40. So how do students get these skills? Do students want to get these skills?

41. 2002 Workforce Study • 1999 Workforce Study found that Silicon Valley faced a significant workforce gap, costing industry $3-4 billion a year • Gap was composed of losses from unfilled positions plus additional salary premiums for workers linked to outside recruitment and commuting costs • 2000, CA State Senator John Vasconcellos called “our workforce gap … the number one crisis facing Silicon Valley today”. • Could a homegrown workforce fill the gap? • Were local students interested in careers in the technology industry?

42. High-tech employment includes not only employment in high-tech clusters, but also employment in technology positions across all traditional industries Banking Industry Construction Industry Other Traditional Industries High-tech Clusters • Finance • Human Resources • Accounting • Marketing • Sales • Customer service • Database Development/ Administration • Digital Media • Enterprise Systems Analysis/Integration • Network Design/ Administration • Programming/Software Engineering • Technical Support • Technical Writing • Web Development/ Administration • Production • Logistics • Warehouse operations • Inventory management • Other • Finance • Human Resources • Accounting • Marketing • Sales • Customer service • Database Development/ Administration • Digital Media • Enterprise Systems Analysis/Integration • Network Design/ Administration • Programming/Software Engineering • Technical Support • Technical Writing • Web Development/ Administration • Production • Logistics • Warehouse operations • Inventory management • Other • Finance • Human Resources • Accounting • Marketing • Sales • Customer service • Database Development/ Administration • Digital Media • Enterprise Systems Analysis/Integration • Network Design/ Administration • Programming/Software Engineering • Technical Support • Technical Writing • Web Development/ Administration • Production • Logistics • Warehouse operations • Inventory management • Others • Finance • Human Resources • Accounting • Marketing • Sales • Customer service • Database Development/ Administration • Digital Media • Enterprise Systems Analysis/Integration • Network Design/ Administration • Programming/Software Engineering • Technical Support • Technical Writing • Web Development/ Administration • Production • Logistics • Warehouse operations • Inventory management • Other Job function Employment in Vertical Industries Employment in Horizontal Industries Note: (1) High-tech industry clusters, which includes Semiconductor, Computer/Communications, Software, Bioscience, Aerospace and Defense, Innovation/Manufacturing Services and Professional Services (2) Estimates of the preceding workforce gap do not include high-tech employment in horizontal industries Source: A.T. Kearney Analysis, ITAA, AEA

43. However, motivation to pursue hi-tech careers is low among students; over half of the students expressed unfavorable perceptions about technology careers Most Cited Reasons for Motivation Gap (% of those responded “not interested”) • “People working with computers don’t really have a life…” • 11th Grader • “Computers are too complicated and hard to learn…” • 11th Grader • “I don’t want to sit in front of a computer all day…” • 8th Grader • “Computers are pretty boring…” • 11th Grader Source: A.T. Kearney analysis, Student Survey

44. Contrary to popular belief, the digital divide in Silicon Valley has less to do with access to technology, and more to do with factors that prepare and motivate students to pursue technology careers • High access to computer and the Internet at home and public schools • No correlation between access and awareness and motivation to pursue technology careers • Motivation gap is especially pronounced among students Student’s Motivation Gap Source: A.T. Kearney analysis, Student Survey

45. Of the 32% students that are motivated to pursue hi-tech careers very few are girls Desire to pursue a technology career by Gender (1) College Enrollment by Gender (2) Male Female Male Female Want to work in technology fields Plan to pursue technology careers Overall Technology Related Note: (1) Student surveys (2) Enrollment in University of California, Berkeley 1999-2000 Source: A.T. Kearney analysis, California Department of Education, AAUW Educational Foundation Research

46. To be determined in future studies The key driver of career motivation is the social network in which students gain access and exposure to information, knowledge and opportunities through members of the network Members of Social Network • Students express a strong preference to careers similar to their parents’ careers Parents • Most individuals obtain knowledge about careers through family, friends and mentors • Higher performing schools generate more interest in technology careers Relationships School Individual Media Summer Jobs/ Internships • Summer jobs have no future career context or experience • Internships are experienced by so few that no conclusions could yet be reached • Many individuals obtain career information form books, magazines, Internet, TV and other media Source: Student Survey, A.T. Kearney analysis High correlation Moderate correlation

47. To quantify the combined impact on motivation by the various social network elements, the motivation index has been developed. The index indicates the motivation for technology careers is higher among higher socioeconomic groups Motivation Indexes(1) by Socioeconomic Groupings Technology careers motivation index(2) The motivation index for traditional careers varies but remains strong across all socioeconomic situations Traditional careers motivation index Note: (1) 0-.2 = very weak; 2-.4 = weak; .4-.6 = moderate; .6-.8 = strong; .8-1: very strong (2) Motivation index for technology careers = 1 - Motivation index for traditional careers Source: A.T. Kearney analysis, California Department of Education, California Postsecondary Education Commission

48. Summary of findings • The workforce gap in Silicon Valley, comprised of unfilled positions, outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in 2000. • High access does not appear to translate into high awareness of or motivation to pursue technology careers. • Motivation to pursue technology careers is less among females than males. • Social networks for technology acclimation drive an individual’s motivation and preparation to pursue technology careers • There are fewer technology related networking opportunities for Hispanics and African Americans than for Asians and Whites. “Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”. -- Professor Manuel Pastor, Jr., University of California, Santa Cruz

49. "The 2002 Workforce Study emphasizes that a cooperative regional effort is needed to expand the social networks that connect young people with the Silicon Valley jobs of tomorrow. We must ensure that young people of all backgrounds have access to accurate, reliable information on high-tech careers and have relationships with role models and other adults who can provide valuable career-related guidance.“ -- Rebecca Guerra, Vice President, Worldwide Human Resources at Riverstone Networks

50. … and how will they get these skills? Awareness Interest Motivation Preparation