STEM Crisis in Idaho is in Jobs, not Education
In yesterday’s Idaho Statesman we have more hand wringing by the educational establishment about “why more kids don’t choose to follow educational paths in STEM?” For those outside of the system, STEM is Science, Technology, and Medicine. This obsession with STEM education is predictable, and seems quite rational. The thinking goes that if we build a higher quality workforce beginning at the K-12 ranks, then eventually we’ll be able to attract more companies to Idaho that require those types of workers.
Except that Idaho already has a SURPLUS of STEM trained college graduates who can’t find jobs. This was clearly outlined in a report to the State Board of Education in a report titled, EMSI Comparison of Education and Labor Data 2009. The report was privately produced for the Idaho State Board, so it is not available on-line but I am happy to provide a copy if you want one. The report estimates the number of graduates coming out of Idaho Universities with certain degrees, and attempts to connect them to known job openings where that degree would be relevant. Where STEM is concerned, here is the picture for Idaho:
As shown above, Idaho employers had openings for 91 biologists in 2009; Idaho universities graduated 267 students with degrees in biology - so there are 176 shiny new STEM grads in Biology who can’t find jobs in Idaho. It is the same with several of the other physical sciences, as you can see above. Math, Chemistry, and Physics degrees - at least in Idaho - provide no quick path to employment.
So this means a couple of things: 1) there is no STEM crisis in higher education - quite the opposite. Idaho is graduating more STEM workers than we can even employ, and; 2) those workers will leave the state and go take jobs in Colorado, California, Washington, and Oregon where there are jobs for those kinds of graduates.
Now on to myth number two, that there is a crisis in STEM education in Idaho’s K-12 ranks. It just isn’t true. Here is the data from the National Science Foundation’s Science and Engineering Indicators for 2010:
As indicated above, Idaho ranks among the top states in the nation for eighth grade science proficiency! And when you look at our neighboring states against which we compete for jobs - we’re way better off than Utah, Nevada, New Mexico, and Arizona. Our kids here are doing MUCH better.
What about Math? That story is also pretty good:
In eighth grade math proficiency, Idaho ranks in the second quartile of states, and that is better than ALL of the Intermountain West states except Colorado.
So what’s all this mean? Micron gave the University of Idaho a $1.2 million grant to answer the question of: “why some Idaho students don’t do well or pursue careers in science, technology, engineering and math.” And in a short blog post I’ve already answered that. The question isn’t valid - Idaho’s students in K-12 are doing just fine, thank you, in math and science, and Idaho’s universities are graduating A SURPLUS of STEM trained graduates. The real questions here are:
1) Why aren’t we getting out the word that relative to the other Intermountain West states, Idaho’s achievement in K-12 STEM education is very good, and that we have a surplus of trained STEM workers?
2) Will we continue to see this good of performance from our K-12 students with changing state demographics - an influx of Hispanics that may not have English as a first language, and the graying of the workforce and pending retirements of baby-boom era educators? These educators have served us well - can we sustain that?
3) What kind of investment in education would be required to get Idaho into the top quarter of states on math scores?
4) Can we continue to expect these kinds of results as the share of state funding for higher-ed declines, and funding for K-12 relies upon the shitting sands of the sales tax?
And there are lots of other questions that we could come up with that wold enlighten the educational situation in Idaho, but the one that Micron has asked the U of I to study is based upon several false premises and won’t result in any meaningful conclusions as long as this question is the starting point.








