Utah Lawmakers Prioritize STEM Education; Other States May Follow Suit

A technically skilled workforce is one the key elements found in thriving, tech-based economies, and nurturing a pipeline of individuals that match employers' high-tech needs has become a priority for several states focused on competitiveness. Lawmakers in Utah recently threw their support behind an ambitious statewide educational attainment goal and dedicated new funds for targeted investments in science, technology, engineering and math (STEM).

With the passage of the state budget last week came increased funding for public and higher education with an economic development focus. Lawmakers dedicated $8.5 million in one-time funds and $1.5 million in ongoing funds to establish a STEM Action Center within the Governor's Office of Economic Development. The STEM Center will promote best practices and become a repository of curriculum, programs and activities, according to the governor's office. This includes coordinating grant opportunities, providing resources to assist students and teachers, developing industry-government partnerships, and providing more pathways to STEM-related occupations. Ultimately, the goal is to ensure students are better prepared in these fields before entering college, thus enabling them to excel in higher-level postsecondary education courses and giving the state's workforce a competitive advantage.

Lawmakers also formally embraced Gov. Gary Herbert's "66 by 2020" initiative to increase the number of adults with postsecondary degrees through the passage of SCR 5. A last minute substitute added to the bill sets a goal for 90 percent of students to score proficiently in reading by the end of third grade. Both the STEM Center and educational attainment measure are part of Prosperity 2020 — a business-led, multi-year statewide movement to improve the education system and encourage innovation (see the Sept. 12, 2013 issue of the Digest).

Perhaps Utah's dedication to STEM initiatives will set the tone for other states with similar proposals still hanging in the balance. Legislation in Connecticut and Vermont would direct state funding toward hiring more STEM faculty, enrolling more students, and forgiving student loans. The most ambitious and costly proposal is Connecticut Gov. Dan Malloy's $1.5 billion expansion and investment plans for the University of Connecticut. The approach is built around the creation of a top-notch workforce that the governor hopes will attract outside research funds, businesses and talent (see the Feb. 13, 2013 issue of the Digest). Similar to the Utah plan, Connecticut's success hinges on more students graduating in STEM fields.

Vermont Gov. Peter Shumlin also hopes to graduate more students in STEM fields and is backing legislation that aims to increase enrollment by forgiving student loan debt. Under the Vermont Strong Scholars program (HB 242), the state would repay a portion of tuition debt for state residents who graduate with a bachelor's degree in a STEM field, a bachelor's degree in education with a concentration on a STEM subject, or an associate's degree in science or applied science.

On a national level, two bills recently re-introduced in Congress by Rep. Michael Honda (CA-17), are aimed at elevating STEM education in public schools across the U.S. The Stepping Up to STEM bill (HR 1089) calls for establishing an Office of STEM Education within the Department of Education, developing state STEM networks or consortia to strengthen private-public partnerships, and creation of an Advanced Research Projects Agency for Education (ARPA-Ed) to provide grant funding to outside entities for development of educational technology innovations. The other bill, (HR 1090), emphasizes school districts' commitment to the STEM arena through better classroom experiences, calls for professional development for teachers, and provides in-house experts to showcase the integration of STEM disciplines across the curriculum.