Science, Engineering, and Mathematics Education: Status and Issues

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dc.contributor.authorMatthews, Christineen
dc.date.accessed2020-05-13en
dc.date.accessioned2020-05-18T21:32:12Zen
dc.date.available2020-05-18T21:32:12Zen
dc.date.issued2007-04-01en
dc.description.abstractAn important aspect of U.S. efforts to maintain and improve economic competitiveness is the existence of a capable scientific and technological workforce. A major concern of the 110th Congress may be regarding the future ability of the U.S. science and engineering base to generate the technological advances needed to maintain economic growth. Discussions have centered on the quality of science and mathematics education and training and on the scientific knowledge of those students entering other disciplines. Even students pursuing non scientific and non mathematical specialities are likely to require basic knowledge of scientific and technological applications for effective participation in the workforce. Charges are being made that many students complete high school scientifically and technologically illiterate.en
dc.description.sponsorshipCongressional Research Serviceen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1036&context=crsen
dc.identifier.urihttp://hdl.handle.net/10919/98453en
dc.language.isoenen
dc.rightsCreative Commons Attribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en
dc.subjectstem degreesen
dc.subjectlabor marketen
dc.subjecteconomic developmenten
dc.titleScience, Engineering, and Mathematics Education: Status and Issuesen
dc.typeArticleen
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen

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Higher Education Policy for Minorities in the United States