Archives for category: Education General


Originally published in Edsurge

Talk about transformation: about four years ago, the students at New Milford High School accused principal Eric Sheninger of “creating a jail” because he had banned technology from school. Over the next four years, Sheninger changed–and so did his school. New Milford High has become a spotlight example of how a public high school can foster a bring-your-own-devices policy–and support social media–all while increasing student achievement.

Sheninger was the morning keynote speaker at the 2013 Education Technology Innovation Summit (ETIS), a first time event in New York City that took place on July 25, 2013. It was organized by Mindgrub, a mobile, web and design tech company founded in 2002 by former teacher, Todd Marks. It wasn’t a huge meeting–probably 100 attendees in all–but the themes that resonated through the sessions illustrated many of the tensions and opportunities in the interplay of tech and education.

Even though the event was held in New York, it had a decidedly Cheasapeake flavor: Baltimore has a growing hive of education technology activity, noted Dan Cohen, chief operations officer at Mindgrub, who helped organize the meeting. Among the Baltimore groups spotlighted at ETIS: Digital Harbor Foundation, Allovue, Unbound Concepts, An Estuary, LessonCast, the Baltimore SEED School and Connections Academy.  The Economic Alliance of Greater Baltimore, a key sponsor for the event, has also recently been focusing its efforts on showcasing the Baltimore edtech community.

Here are a few other notable themes:

Building an Edtech Runway

The “Building an Edtech Ecosystem” panel–all women—addressed the complexities and challenges of building an edtech ecosystem both within and between the Baltimore and New York City communities. I moderated a panel with Heather Gilchrist (Socratic Labs), Katie Palenscar (Unbound Concepts), Jess Gartner (Allovue), and Erica Gruen (Quantum Media) around the networks and relationships with schools and investors needed for edtech companies to survive.

The panelists agreed that edtech companies need longer runways, strategic partnerships, and relationships with educators to be successful. They all also recognized the importance of “de-risking” the process of partnering with edtech startups. As Gilchrist noted schools aren’t just afraid startups will fail. They also fear that the startups will succeed–and pivot into a new direction. Schools need confidence that a startup won’t radically change direction just after teachers and students invest their time in understanding how to use the product.

Edtech investors also still seem to need a bit of remedial ed on the realities of school systems. Several panelists felt like they were on “an education tour” as they explained key concepts to investors, who were often incredulous about how things are traditionally done in education. (Yes, indeed, many principals still brew their own budget spreadsheets using tools like Excel.) Panelists remained upbeat, confident that as more potential edtech investors understand the nuances of the education system, funding for seed companies will increase.  (And here are a few words of advices from the panel about mentoring and “leaning in.”)

Startup Goals: Make Money or a Difference?

Particularly as edtech has become seen as a “hot” market, tension has grown thicker between those who want to make money and those trying to solve a real problem in education. During the “Edtech Startup” panel, one panelist suggested looking at the top ten companies that acquired companies last year as inspiration  for future startups. Others begged to differ:  Sarah Hall, CEO of Harley & Co, countered that there’s a place in the market for edtech companies that are not focused on being acquired and are building a viable business that solves a real problem in education. Conference attendee Christopher Will, a senior VP of Jones and Bartlett Learning, cautioned companies seeking an acquirer that they must “make sure that they’re adding value to whatever problems are being faced.”  As more edtech companies flood the market, will schools take a company’s motivation into consideration during their partnering and purchasing decisions?

Haves and Have-Nots: Do Startups Need Educators on Their Teams?

Should every edtech company have a teacher on board? The panel split between the haves- and have-nots: Everyone acknowledged that “connecting” to educators is crucial. But the companies without embedded educators felt they could achieve this through relationships with educator networks. The two panelists with educators on their founding teams argued that it was vital to have an educator voice at a high level of decision making. While not explicitly stated, the kind of product clearly makes a difference in terms of how nuanced an understanding is needed for a company to be successful in the education market.

How to “reach” educators was also hotly debated. “Educators are not interested in sales tricks,” noted conference attendee, Adam Aronson. “Solve their problem and they will be interested.” Read Ben Stern’s piece for more tips on pitching technology to schools.

Teachers as Dungeon Masters

Two main themes emerged from the “Game Based Learning” panel: games are an excellent way to teach students that it’s okay to fail and that cooperative games such as Minecraft are a great way to teach soft skills such as collaboration. Making mistakes during games isn’t perceived by students as failure, but rather as just part of the game; students are encouraged to fail often and to try again repeatedly. In terms of soft skills,  Justin Eames, technology teacher at the Baltimore SEED School, shared that often students who didn’t get along previously would happily work together to complete game-based assignments. Ben Zimmer, executive producer at, argues that we need to go further and to “meet digital natives on their own terrain with true game based learning, not just gamification.”

One particular geeky quote from Mindgrub’s Marks resonated with the gamers in the crowd: “A teacher is becoming more of a facilitator than a sage on a stage; in fact, teachers are really becoming “dungeon masters.”

Going Mobile…When It Makes Sense

While mobile technology serves an increasingly more important role in education, sometimes it is simply not the best tool, panelists noted. Many classrooms still lack wifi access or sufficient bandwidth. For mobile tech to be successful, argued the panel,  it must be available offline, cloud-based when online, social and connected to data. Much as we’ve designed amazing bicycles, observed Michael Lindsay, founder of Three Ring, sometimes it still makes more sense to walk.

Professional Development is Broken

The “Professional Development” panelists stressed how broken the current model is: the current one-shot workshop model rarely changes teacher practices and minimal funds exist for sustained, ongoing PD. Each panelist is addressing PD issues from different angles: TeachBoost CEO Jason DeRoner focused on the need for ongoing dialogue among teachers and administrators, not just one-time evaluations. LessonCast founder Nicole Tucker Smith advocates professional learning that is condensed, job-embedded and just-in-time. Shelly Blake-Plock wants to shift the paradigm so that teachers are “developing the profession,” not simply receiving professional development.

Why School?

Andrew Coy, Executive Director of the Digital Harbor Foundation, focused his afternoon keynote on supporting students becoming technologists, not just consumers of tech. “What students can create is often better for society than what we can buy,” he says, and offers an impressive example: two Digital Harbor students recently spent eight days creating their own 3-D printer. Yes, these students built their own printer.

Coy also advocated for a different school structure, citing Will Richardson’s argument from his new book, Why School?, that we need to shift what students learn from “just in case” to “just in time.”  School should be a place where students are creating and learning the skills they need, when they need them. Coy played on this idea of original creation with an earlier quote shared by Jess Gartner, “If they want a faster horse, give them a car.” Andrew took it further: “If they want a faster boat, let them fly.”

If students can build their own 3D printers, imagine what else they can do!


Originally published in Edsurge.

Where do edtech entrepreneurs–many of whom are former educators– find support as they navigate the ups and downs of building a company?

I posed this question to my panel at ETIS 2013, “Building an Edtech Ecosystem.” It really could have been titled “Women to Watch in Edtech” or “Women ‘Leaning In’ to Edtech.” Joining me were Katie Palenscar, (founder and CEO of Unbound Concepts, an edtech startup and graduate from Accelerate Baltimore and Socratic Labs), Jess Gartner (founder and CEO of Allovue, which also came out of Accelerate Baltimore), Heather Gilchrist (partner and program director at Socratic Labs), and Erica Gruen (principal at Quantum Media).

Each panelist shared the classic story of experiencing a pain point in her classroom and wanting to fix it. That was just the first step. Often, having mentors and seeing examples of other edupreneurs have helped educators realize that they could build a solution–and even a company.

That’s what happened to Gartner, who shared that seeing Katie Palenscar launch Unbound Concepts in the spring of 2012 inspired her to start her own company to tackle the problem of school resource allocation. And now that multiple schools signed up for her service, Gartner is the success story–and she tries to return the favor by mentoring like-minded entrepreneurs through the complexities of founding a company.

Gilchrist is “leaning in,” too, and lending a helping hand. Through her work at Socratic Labs, an incubator for edtech startups, Gilchrist shares her experiences from her previous experience at Grockit, a test prep startup. Gilchrist isn’t content to support just the local NYC community, either. She spearheaded Socratic Labs’ Edtech Passport program, which seeks to connect human and capital resources in edtech ecosystems in New Orleans and the San Francisco Bay Area.

Even teachers who have left the field years ago often want to remain connected to education. Gruen represents a different and important aspect of the edtech community member by serving as an angel investor and advisor to startups. Beginning her career as a language arts teacher, curriculum developer, and education psychologist, Gruen shifted to entertainment, taking over The Food Network and selling it, after which she launched and sold Bravo. She now serves as a mentor for Socratic Lab (as well as an angel investor in Unbound Concepts), where she advises edtech startups on marketing and business strategies.

As these entrepreneurs blaze their own trails, they are simultaneously reaching back to show others the way, creating a network of support and resources. Palenscar mentioned that all of her fellow panelists have one another on speed dial; each has answered urgent text messages in the wee hours of the night. Founding an edtech company, they pointed out, is much more possible with the support of like-minded people who are passionate about changing education, and who remind you that you are, truly, the best person to solve the problem.

Originally published in Edsurge.

Whoa! 1,073 tweets, from 119 people over the course of an hour! That’s a virtual fire hose of information.

On Monday, people gathered (virtually) re #edtechchat to share tips, best practices (and even a few warnings) about how to choose technology. Moderator Katrina Stevens has pulled a handful of the comments. Feel free to explore the online archive of the whole chat for more details. Even better: the group will be at it again next Monday evening (8pm ET; 5pm PT) Join in!

How do you choose edtech tools? 

@harrell_art The learner is the center. Use technology as a tool to engage the learner rather than the focus.  

@SrtaLisa The learning goal still needs to drive the lesson. Must consider if tech helps or complicates that.

Sometimes you have to be the guinea pig & be the first teacher in your school to try edtech tools. Someone has to be first.

@Jepson  you need #edtech that ENHANCES your curriculum, your teaching, and students…not dominates.

@SaneeBell Tools are like shoes. Not all tools will fit every teacher and every classroom.

What should administrators do?

@nathan_stevens Admins should curate tools and have a portfolio of options for teachers. don’t have to know how to use, but exist

@hparcher Ts need to realize engaging with tech is no longer optional. Ss need skills & 2 become dig. citzns. Who else will model that?

@ryanhorne0076 Qs to ask: how much PD is required? what’s real cost of tool? Is it “beta”? How much experimentation do u like?

@hparcher Do we want kids learning Digital Citizenship on the back of the bus or in a classroom with a qualified teacher?                     

We need to devote more, small group, teacher-led PD to integration of good edtech tools. Share lessons that work.  

@iplante play with any tool yourself first..don’t put in students hands until you understand it  

@MrPardalis: Too many tools can equal student and teacher confusion if you aren’t tech savvy. Not necessary to jump ship for every new tool

@engtechwriter Beware the sheen of something new. Not all that glitters is good. Seek to see it in action in your room.  

@ShawnCRubin I hate free that isn’t free! Don’t say free if you only give me enough to test product. Be clear that free is not usable!  


In my dream world there is a room at school where Ts can practice tech on each other, and try things out.  

@RafranzDavis: Don’t tie the tool to the task. Assign the task & let the task guide the tool 

@s_bearden: As a tech director I like to know about different tools so I can support tchers interested in using them. 

@iplante: I learn about so many tools from my PLN…the key to helping others take the Connected road  

@hparcher: device agnostic. no need for S emails. Easy to set-up/maintain/update/whatever & more about creation vs. consumption     

The best tools are naturally intuitive, I don’t have to read a manual to learn them  

A powerful tool is one that helps my students share their voice and for me to witness & document their understanding

As a side note, a few folks mentioned bandwidth as issue: @mrvandersluis: bandwidth is big issue especially for a rural school like mine @techie_teach: bandwidth is huge conversation in Mississippi because of the #CommonCore

Again, thanks to all who joined in. The fun begins again next Monday evening at #edtechchat

Colored pencils pointing in

I’ve been wrestling with what would work as an American collective narrative, what could unite us in investing and supporting public education the way we should. The Finnish people appear to agree collectively on a narrative of equity, for example.

Turning the mirror back on the United States, we’d like to believe that Americans could gather around this same call of equity. In reality though Americans prefer a narrative of meritocracy. We tell rags-to-rich stories of folks such as Bill Gates, for example. This so-called poor man who came from nothing and built an empire attended one of the most privileged boarding schools in the nation; the college he dropped out of was a small university — Harvard. Gates had access to a computer when few people even really knew what computers were. The reality of his narrative is really one of privilege, connections, and access.

So, what might be a narrative Americans could rally around? I’ve come to believe that perhaps personalization is the answer. Somewhat tied to the American focus on meritocracy is our country’s rich history of “rugged individualism,” which includes a sense that we’re all unique.  Current parents certainly want to see each of their children as “special,” so parents often support efforts to a tailored approach to education. In stark contrast to Finland’s largely homogenous society, America must educate a wide range of students, making it even more important to find ways to personalize learning pathways.

As teachers and administrators, we seem to be moving on a trajectory toward personalization: differentiation, Universal Design for Learning, emerging technologies, competency based education, and advances in education technology make personalization of learning more possible.

  • Differentiation: In many ways, the shift toward differentiation was a first step towards personalized learning.  Though differentiation clearly doesn’t always happen in every classroom, at least there’s more consensus that this is how we should be teaching, if we’re to reach students who have a wide range of readiness, backgrounds, interests and skills.
  • Universal Design for Learning (UDL): UDL takes differentiation even further and is becoming increasingly more recognized as the ideal approach. In Maryland, for example, all curriculum and implementation must follow UDL principles, as mandated by recently passed state law. When we design and implement curriculum that meets the needs of students who have historically been on the margins, we’re also better meeting needs of those students who fall in the center.  Adding features such as larger print, audio, embedded vocabulary, etc., allows teachers and students to personalize the learning experience further to meet individual needs.
  • Cultural Responsiveness: As our curriculum and instructional practices become more culturally responsive, we’re adding another layer of personalization. Students connect to material when it feels relevant to them and is presented in formats that are engaging and reflect their own realities. It feels more personal.
  • Competency-Based or Standards-Based Education:  The shift from seat time to competency-based education allows us to embrace personalization more deeply. With mastery as the goal, we can personalize student pathways, recognizing that some students need more time to master material and that some students need gaps filled or are able to accelerate through material.
  • Emerging Technologies: Advances in educational technology are making personalization more possible on a larger scale.  For example, formative assessment engines are getting better at identifying student gaps and strengths, including attitudinal information.  Teachers and students can learn more about the students as learners and what works best for them. More publishers are also developing digital curricular resources that have different reading levels, including resources for ELL. When Amplify launched its new product at SXSW EDU, everyone was excited about the platform’s capabilities of allowing teachers to identify student needs quickly through digital formative assessments that recommended personalized assignments for different groups of students. Other competing products will continue to enter the market.
  • Blending Learning:  With more blended learning options available, we’re able to offer students additional course options, allowing us to personalize student courses of study. Each student can pursue an individual personalized set of courses, despite the capacity of teachers in a building.  World languages, AP courses, and other electives are excellent examples: students can pursue Chinese, for example, even if there is no Chinese language teacher at a building. Schools can offer upper-level courses, even if there are only a handful of students who need those courses. If a student is passionate about a subject not offered, schools can arrange to find a course that meets that student’s needs.

In the end, it’s most often the relationship between a teacher and student that impacts student achievement. One of the most powerful elements of a move towards personalization is that students will feel increasingly more that their teachers really understand and are meeting their needs. When students feel that someone cares about them, they begin to care more about what they’re learning.  All of these approaches and tools support teachers in personalizing learning experiences for their students.

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rainbow in clouds

As always, Maya Angelou inspired and moved the crowd to tears at ASCD 2013. Opening her presentation by singing a few bars of “When it Looked Like the Sun Wasn’t Going to Shine Anymore, God Put a Rainbow in the Clouds,” she set the stage for a recurring metaphor of educators as “rainbows in the clouds.” As educators we have the power to influence, uplift, and encourage others, particularly our students.

Angelou reminds us that in all positions in life, we have the power to impact others. Research shows us that the power of one adult caring about a child is key to a child’s success. In Angelou’s early life it was her Uncle Willy—to use Angelou’s own terms– “a man who was black, poor, and a cripple during the lynching times.” Later, it was her mother who continually told her that she was going to be a teacher, despite her muteness at the time. Angelou credits figures like these in her life, these “rainbows in the clouds,” for her many accomplishments. What’s important to remember is that one doesn’t have to be in a high position to serve this role for others.

When we experience those days when we’re overwhelmed, exhausted and feeling unsupported, Angelou’s words can remind us that we don’t always know the impact we have on others.  I still have students I taught over a decade ago approach me and tell me that I inspired them to become teachers or to advocate for social justice, some of whom I thought I hadn’t reached at all at the time.

At one point during her presentation Maya Angelou shared that she stopped speaking for six years when her rapist was beaten to death because she thought her voice had the power to kill. On a fundamental level, she recognized at this early age that her voice had significant power; how sad that her initial response to this recognition was to cease speaking.

How many of our students are also afraid of the power of their voice? Afraid what will happen when they share with the world what they really believe and think? Is the reverse also true—do we shut off the voices of some of our students until they completely shut down, stop believing in their own power, or explode in violence?

We have the power (with its accompanying responsibility) to change lives. Students live up to our expectations for them. We must genuinely believe that all, and I truly mean all, our students can achieve at a high level. We must live it and our students must feel it. If we achieve this, then we’ll be “rainbows in the clouds” for our students and colleagues.

Teachers_ScapegoatsChoosing sessions this year at ASCD 2013 has been a challenge because there are so many wonderful sessions against each other. So glad that Kevin Kumashiro’s session, “Bad Teacher!”: Why Blaming Teachers Distorts the Bigger Picture,  was one of the ones I chose to attend because his  thought-provoking presentation raised issues that should be fundamental to local and national conversations about education in America.  Kumashiro’s comments focused around the big question:

When our national and local debates around education blame teachers (or other simplistic claims), what aren’t we seeing?

Kumashiro argues that the current conversations in education reform debate prevent us from really pulling apart issues of poverty, racism and elitism.  His examples rang true for me because I’ve been arguing similar points (just not so eloquently!).  Instead of trying to “fix” teachers, we should be asking questions such as the following:

The reform movement often focuses on how to be more efficient with our funding, not on how to raise funds to do what we need to do. There isn’t public recognition that it takes more money, for example, to bring our schools up to safety codes—let alone to provide the tools, training, resources and environments necessary to prepare students to participate fully in the 21st century. As long as debates focus on more efficient ways to spend money, we aren’t asking questions about why we don’t believe it’s important enough to raise funds for our students to be in safe schools.

Kumashiro suggests that the achievement gap is the tip of the iceberg in terms of the disparities in education. Using the metaphor of the national debt, Kumashiro argues that when we frame the conversation around reducing the deficit and balancing the budget, we are less focused on the greater issue of the exorbitant national debt that we’ve accrued over the last century. Similarly, when we are too laser-focused on the achievement gap, we miss the larger education gap that has evolved over the same period of time.

Kumashiro’s concern about the current process of de-professionalizing the teaching profession resonated with the audience.  Related, apparently over 90% of the teachers in New Orleans charter schools are Teach for America (TFA) teachers. Kumashiro pointed out that he has no issues with TFA teachers in general—they are often talented, dedicated and effective (my experience as well). His broader issue is that we should be asking questions about designing a system where 90% of the teachers at a school may not stay in teaching beyond their 3 years.  Thinking through the lens of a principal, I can imagine the challenges of managing a revolving faculty, even if the group is highly talented. Similarly, asking the question differently, Kumashiro asks, “Who would say that the way to improve teacher quality is to have less preparation for the teachers?,” which he sees as a current trend.

Kumashiro also cautions that we should be skeptical of any reformers who send their own children to private schools, not the schools being reformed. How many of our law and policy makers send their own children to public schools?

Kumashiro ended his session with a call to arms—he believes we need a social movement that addresses the fundamental purpose of education, to really ask who do we want to succeed in our education system?  Education often becomes the primary battleground for working through who we want our country to be.

His final words stressed that though we may not be able to “fight the political machine,” most change occurs in smaller conversations with people we know.

Let’s start asking different questions about education reform.

candles votive

I’m saddened that my first blog in my new platform covers such a difficult topic.

This recent tragedy at Sandy Hook has haunted my nights, keeping me from sleeping well. I keep imagining what the first responders witnessed, and it seems unbearable. I question how I would react in a similar circumstance, hoping I’d be as brave and protective as these heroic teachers were.

I wanted to do something; we all want to do something. Because we cannot fight what happened directly—we can’t rescue those souls already lost to us, sometimes we fight with others because we need something tangible to fight. In the midst of our emotional outrage, we’re becoming polarized instead of coming together.  We’re reacting, not responding.

Too often when something unthinkable occurs, we understandably react immediately—out of fear, anger, pain.  I had flashes of 9/11, as did many others. In 2001, we reacted quickly with the Patriot Act, which still contains some measures that make me feel that the terrorists were able to chip away at some of our cherished American freedoms.

Instead of reacting, we should be responding thoughtfully and compassionately. This is not the time for us to be polarized—this is a time for us to come together. I understand the anger and feelings of helplessness that drive some of the current vitriolic debates on social media, but I’m saddened that this is our reaction.

I worry that we allow perpetrators of violence to change our way of life. When we do that, we allow them to win. Superintendent Dr David Gentile’s thoughtful piece champions a joyful life of freedom over continually increasing security to the point of essentially imprisoning our children. Where’s the line between being reasonably prepared and losing our way of life? It’s a good question for us to discuss.

Preventing future incidents like Sandy Hook will take a multi-pronged approach: removing the glamour from our violent culture, tighter gun control, better mental health awareness and treatment, bullying prevention, some precautions that balance safety and living a full life, and committing to focus on memorializing the victims, not the perpetrators so that harming innocents will have less appeal for future disturbed individuals, who are in so much pain and want to take others out with them in order to give some meaning to their lives and their deaths. Even if we address all of these potential contributing factors though, we still cannot protect our children from every possible violent incident.

I love the Mr. Rogers quote circulating about “looking for the helpers” in these tragic situations because it focuses us on what can be done, and that even in the midst of horror, there will always be those who come to help. On the first day of school, several of my colleagues at Perry Hall High School ran toward a student with a gun averting what could have been a similar larger-scale tragedy. I’m proud to have known so many helpers who emerged that day and in the ensuing days.

In the end, we may be trying to make too much sense of a senseless, destructive act. Instead of this tragedy causing so much divisiveness, we need to hold our loved ones, reach out to those in pain, and work together to heal our nation.

Through my recently created position as STEM literacy liaison, I’ve developed a deeper understanding of the great need for STEM education and why all teachers need to make sure their students are prepared to enter STEM careers.  I thought it might be helpful if I gathered the resources and statistics I discovered this past year into one place that others could use as resource. Below are statistics, and links to reports, infographics and YouTube videos.


There were several great infographics published this past year on STEM. Here are a few of my favorites:


National statistics indicate that the US must prepare our students differently for the global workforce than we have been doing.

  • According to the U.S. Bureau of Statistics, in the next five years, STEM jobs are projected to grow twice as quickly as jobs in other fields. While all jobs are expected to grow by 10.4%, STEM jobs are expected to increase by 21.4%. Similarly, 80% of jobs in the next decade will require technical skills.
  •  The US Department of Labor claims that out of the 20 fastest growing occupations projected to 2014, 15 of them require significant mathematics or science preparation. The U.S. will have over 1 million job openings in STEM-related fields by 2018; yet, according to the U.S. Bureau of Statistics, only 16% of U.S. bachelor’s degrees will specialize in STEM. As a nation, we are not graduating nearly enough STEM majors to supply the demand.
  •  To put these numbers into perspective, of the 3.8 million 9th graders in the US, only 233,000 end up choosing a STEM degree in college (National Center for Education Statistics). That means only six STEM graduates out of every 100 9th graders.  (The STEM Dilemma)
  • When compared with other countries, the numbers are even more alarming.


Preparing students for STEM careers extends beyond ensuring that those students with STEM majors enjoy successful employment; non-STEM careers are also expanded through STEM efforts.

  • In the report, Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5, the “National Academies Gathering Storm Committee concluded that a primary driver of the future economy and concomitant creation of jobs will be innovation, largely derived from advances in science and engineering. While only 4% of the nation’s work force is composed of scientists and engineers, this group disproportionately creates jobs for the other 96%.” STEM careers create jobs in other fields disproportionately.
  • National data on racial demographics show great disparity as well around which students pursue STEM careers. The chart below, taken from a U.S. Department of Commerce report on race and STEM careers, Education Supports Racial and Ethnic Equality System, illustrates the disproportionate number of STEM jobs held by Whites and Asians in relation to education.

Share of Workers with STEM Jobs by Race, Hispanic Origin, and Education, 2009

YouTube Videos: Here are some great videos that capture the need for STEM education:

And finally, H.B. Lantz does a nice job of summarizing these issues in his article, Science, Technology, Engineering, and Mathematics (STEM) Education: What Form? What Function?

Would love to add other resources if you have them!