STEM Performance and Supply: Assessing the Evidence for Education Policy
The relationship between education policy and workforce policy has long been uneasy. It is widely believed in many quarters of American society that the U.S. education system is in decline and, what’s more, that it bears significant responsibility for a wide range of social ills, including stagnant wages, increasing inequality, high unemployment, and overall economic lethargy. However, as analyzed in this paper, the preponderance of evidence suggests that the U.S. education system has produced ample supplies of students to respond to STEM labor market demand. The “pipeline” of STEM-potential students is similarly strong and expanding.
KeywordsSTEM workforce STEM education STEM policy
The authors appreciate fine research assistance provided by Daniyal Rahim, contributions to this analysis and the research on math education by Daniel Douglas, suggested improvements by Greg Camilli and Uri Treisman, and support by the Sloan Foundation, and Michael Teitelbaum and Danny Goroff.
Salzman has received funding for this research from Alfred P. Sloan Foundation, Grant No. 2012-6-13 and G-2016-7310.
Benderly has received funding for this research from Alfred P. Sloan Foundation, Grant No. G-2016-7310.
Funding for this research came from the Alfred P. Sloan Foundation, Grant No. 2012-6-13 and G-2016-7310.
Compliance with Ethical Standards
This article does not contain any studies with human participants or animals performed by any of the authors.
Conflict of Interest
The authors declare that they have no conflict of interest.
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