The economic crisis is forcing states to make difficult choices that involve all aspects of our lives, including our educational system. Connecticut is no exception. Local school districts are feeling the pain.
At the same time, it is clear that America’s schools must be repaired if we are to compete with other nations in the 21st century, as well as address our many problems here at home.
So how do we reconcile these hard realities? In the coming months, educators, lawmakers and citizens will no doubt discuss priorities for the future. Let me offer my own: I believe it is critical that we not only maintain, but extend our emphasis on teaching math and science in our schools.
I am speaking as a father of three children who attend Connecticut’s schools, and also as a business person who sees the skills that are prized in today’s job market.
Something important is happening. Just as the Internet spurred the creation of entire new industries, the convergence of digital and physical infrastructures today is creating job opportunities for young men and women grounded in the sciences.
Convergence is real. Cities are building intelligence into roads via powerful algorithms that predict traffic jams and redirect vehicles to keep them moving. Electrical grids are becoming “smart,” — equipped with sensors that monitor demand in real time and enable utility operators to more easily incorporate renewable energy sources like solar and wind power. Paper medical files are being transformed into searchable electronic health records that dramatically increase the ability of scientists to understand how diseases affect a broad population of patients.
The convergence trend will likely accelerate as the Obama administration moves to transform the nation’s infrastructure. Indeed, the federal stimulus funds contain billions devoted to projects like smart grids, healthcare IT and broadband initiatives. These projects will require a workforce trained in math and science.
How do we, in the face of budgetary limitations, prepare our youngsters for these opportunities?
First, we must make the commitment to maintain spending levels on science, technology, engineering, and mathematics programs in our public schools. Money allocated to these programs is an investment in the best sense of the word — it will pay big dividends in the future.
Second, we must move aggressively to attract minority students to careers in math and science. This is a matter of economic survival. Two rising nations, India and China, have more honors students than we have students, so we cannot afford to let a single youngster fall by the wayside. Increased diversity also brings new ways of thinking that will help drive innovation.
Third — and I can already hear young people howling in protest — we must increase the time that students spend learning. Our children compete for university spots and jobs against students in Japan and Germany who have gone to school year-round with only short breaks for holidays. Their international math and science test scores prove the effectiveness of a longer school day and year.
Finally, we all must take responsibility. To ease the perennial shortage of math and science teachers, corporations should sponsor programs that help veteran employees become teachers after retirement. Companies can also work with schools and other organizations to develop projects that get students interested in technical careers — for example, how about an extracurricular program encouraging children to design and build something innovative, like a scale model of a solar-powered car?
In all of this, parents must be full partners in their kids’ education, focusing youngsters’ attention on learning in a world that is clamoring for them to goof off with the latest piece of disposable entertainment.
We owe these things to today’s young people. And if we deliver, we will be helping them help the nation regain its footing in the world and lead once again.
Marc Lautenbach is general manager, IBM, North America.
Reader comment:
“Marc,
I could not agree with you more; your points are right on. This is really about the US ability to remain economically competitive while hanging onto our unique cultural identity in a global playing field.
I trust there are viable plans percolating in Washington that focus beyond the immediate bank and automaker issue to focus on the world class education Obama stated in his inaugural; if you are privy to those it would be interesting to get a sense of the approach.
Agreed that if schools are unable to provide what is needed for our future that parents and communities need to amp up their efforts.
And if kids are going to plug in, what do you think about the notation of “Wii Calculus?!”
I look forward to hearing more at your MHTA in Minneapolis. Thank you.” — Mark Ostrom, Perkins + Will
