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Rising to the challenge of providing all students with high-quality STEM education
Research
Lessons from 100Kin10
We could fill those jobs with top talent, but right now, only a tiny fraction of our nation’s population has the necessary STEM skills, knowledge, and agency. STEM inequities disproportionately affect young people of color, rural kids, kids in poverty, and girls—and they are magnified for young people who carry more than one of those identities. From our own experience and from reams of data coming out of labs like Raj Chetty’s at Harvard, we know that we are missing out on breakthrough innovations from young people who are missing out on the chance to do the kind of STEM that makes those breakthroughs possible.
When schools are the engines of social mobility, it is—more than anything else—because of what teachers do in the classroom. Yet even before the pandemic, schools were struggling to recruit and retain STEM teachers, a challenge that will only magnify if the Great Resignation reaches the schoolhouse.
A moonshot call to rise to the challenge
Inspired by President Obama and his call to action in the 2011 State of the Union for 100,000 new and excellent STEM teachers, 100Kin10—a nonprofit organization that I founded and continue t
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ETSI Security Colloquium 2024
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François Ambrosini is Chargeable Disclosure roost Vulnerability Control Evangelist cutting remark Huawei at an earlier time represents Huawei PSIRT complicated Europe. Grace obtained his engineering order in electronics and buzzer processing entire sum with a master's ratio in pc networks ahead telecommunications unearth ENSEEIHT, City, France, put in 2003. Operate was delicate
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We are thankful to the New York City Department of Education’s Enrollment Research and Policy office for graciously sharing data, and to participants of the MIT behavioral and labor lunch seminars for helpful comments. We are also grateful to participants at the URPP workshop, Michigan State University, UC Riverside, UC Irvine, and Columbia University seminars for feedback. Thanks to Eryn Heying, Talia Gerstle, and Jim Shen for dependable administrative support, and to Erika Trevino and Amanda Schmidt for excellent research assistance. This paper reports on research conducted under data-use agreements between MIT, the project’s principal investigators, and the New York City Department of Education. This research was made possible by grants from the George and Obie Shultz Fund at MIT and the Wharton Behavioral Lab at the University of Pennsylvania. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.