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Washington, D.C.

Washington, D.C. The New American Dilemma. Irving Pressley McPhail, Ed.D. Executive Vice President & COO NACME, Inc. October 31, 2007. The New American Dilemma. Projected U.S. Population Growth: 2000-2050. % of Total Population. Source: U.S. Census Bureau, 2004. The New American Dilemma.

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Washington, D.C.

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  1. Washington, D.C. The New American Dilemma Irving Pressley McPhail, Ed.D. Executive Vice President & COO NACME, Inc. October 31, 2007

  2. The New American Dilemma Projected U.S. Population Growth: 2000-2050 % of Total Population Source: U.S. Census Bureau, 2004

  3. The New American Dilemma Freshmen Enrollments in Engineering: Fall Semester Source: CPST, data derived from Engineering Workforce Commission, Engineering & Technology Enrollments, Fall 2000 to Fall 2005

  4. The New American Dilemma Bachelor’s Degrees Granted in Engineering Source: CPST, data derived from Engineering Workforce Commission, Engineering & Technology Degrees, 2000 to 2005

  5. The New American Dilemma Percent of Minority College-Age Population vs. Percent of Engineering Degrees Awarded African Americans Latinos American Indians Total Minority Note: Population percentages are the minority group as a percent of the resident college-age population (18- to 24-years-old). Race percentages for the population only include those indicating race alone, not those indicating that race in combination with another race. Population data are for July 1 of the year indicated. Sources: CPST, data derived from Engineering Workforce Commission, Engineering & Technology Degrees, 2000 and 2005 and the U.S. Census Bureau, Population Division, National Population Estimates

  6. The New American Dilemma Economic Facts • The U.S. has the world’s largest economy at $11.1 Trillion • (EU - $8.0 Trillion; Japan - $5.7 Trillion; China - $2.0 Trillion) • Americans are more productive than their global peers • The U.S. attracts the most foreign investment • R&D in the U.S. is the world’s largest but the pace of • growth is accelerating faster in emerging markets – China • is leading the pack • In May 2007, minority population in the U.S. exceeded • 100 Million

  7. The New American Dilemma Education Facts • American citizens make up a declining share of science and • engineering students • In recent years, most of the Ph.D.s granted in the U.S. in science • and engineering have been to foreign students • The U.S. invests significantly more in education than other • countries, yet we rank 22 out of 26 in math performance • The U.S. ranks 10th in world for college attainment, ages 25-34 • 70% of 8th graders are not proficient in reading • Of the 3.9 million American 9th grade students in 2002, 1.2 million • dropped out, 1.5 million graduated unprepared to go on to • college, and only 1.2 million (32%) graduated from high school • prepared for college or work

  8. The New American Dilemma URM Education Facts • Math test scores: Wide gaps exist and are growing • Advanced math completion: • White Students - 47%; URM Students - 31% • High School graduation rates improving but wide gaps persist • College Attendance: • White - 28%; Black - 19%; Latino/Hispanic - 12% • College graduates by age 26: • High income families - 60%; Low income families - 7% • In 2002, only 4% of URMs (28K out of 690K) had the requisite • math and science courses to qualify for admission to study • engineering and technology at the college level - of those • 16,800 were admitted

  9. The New American Dilemma NACME Programs

  10. The New American Dilemma NACME Undergraduate Scholarship Program • 1,269 Scholars in 2007 - 20% growth Y-T-Y • Grants total $1.6M – Growing to $1.8M in 2008 • Retention Rate of 82% vs. National Average of 39% • 3.1 Average GPA • 33% Women Compared to National Average of 24% • 49% African American; 43% Latino; 5% American • Indian; 3% Other

  11. The New American Dilemma Educational Plans of the 2007 NACME Scholar Graduates 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Master's Degree PhD Degree Some Graduate Coursework Note: Respondents could chose more than one category. Source: NACME Scholar Graduate Survey, 2007

  12. The New American Dilemma NACME Pre-Engineering Programs • High School “Academies of Engineering” • Partnership to create small learning communities focused on STEM: • National Academy Foundation – School Infrastructure • Project Lead the Way – Curriculum • National Action Council for Minorities in Engineering – Student, • Parent, Teacher and Counselor Support • Goals • Recruit and encourage more high school students to investigate • careers in engineering, science and technology • Increase the participation of women and URMs in the study of • engineering • High school graduates ready for postsecondary education and • prepared to succeed and graduate with a degree in the field

  13. The New American Dilemma NACME Pre-Engineering Programs • Community College Scholarships • Goals • Increase high school student awareness of career opportunities • in engineering • Ease transition from high school to 4-year institutions • Increase likelihood of engineering degree attainment • Encourage establishment of formal articulation agreements • between 2-year and 4-year institutions • Role of Community Colleges • 20.1% of engineering degree holders began their academic careers • with at least 10 credits from a community college • 40% of 1999 and 2000 engineering bachelor's and master's • degree recipients attended a community college • Source: Mary Mattis & John Sislin (Eds.), Enhancing the Community College Pathway to Engineering Careers, • Washington, DC: NAE/NRC, 2005. .

  14. The New American Dilemma Inhibitors to URM Progress in Engineering • Rising College Tuition Costs • 500% in the past 25 years • Decline in Need-Based Scholarships • Pell Grants cover 35% today vs. 85% a generation ago • Anti-Affirmative Action Legislation • Risk-averse admission policies • Reduction in Early Intervention and Academic Support • Programs for URMs

  15. The New American Dilemma Call to Action • Transform Education in the U.S. • Pre-School through Graduate School • Study Schools Successful in Educating Children in • High-Poverty, High-Minority Environments • Adopt their Practices • Require Schools to Focus on Outcomes • Not Standardized Placement Tests

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