Download - Talent
More and more, economic and workforce
leaders across the nation are pointing
to an appropriately skilled workforce
as the single most important factor in growing,
attracting, and retaining emerging businesses.
The leading companies of tomorrow will choose
to locate in areas that can provide a steady stream
of high quality skilled workers. Without the right
talent, Florida will not be able to expand all of
its industry clusters or be able to retain what it
already has.
Florida is not where it needs to be in developing a
workforce with the skills, education, and training
required for success in our rapidly changing and
increasingly innovation-driven economy. Florida
is not producing enough high school graduates,
certified/credentialed workers, or degree
recipients at any level. Further, too few of its
graduates are earning degrees in fields in demand
by existing employers. The impending retirement
of the baby boomers—many of whom hold upper
management positions and fill important roles
with the state’s high tech employers—will only
exacerbate the issue.
To ensure that the state can produce the talent
it needs, Florida must focus on building and
strengthening all components of a seamless talent
supply chain that includes PreK-12 education;
community, technical and career colleges,
universities; and workforce development. This
supply chain must be demand-driven—aligned
with industry needs—and vertically integrated to
provide workers at all skill levels.
talent
2010 -2015 Strategic Plan for Economic Development
STRATEGIC PRIORITY:
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“Most leaders today recognize that competitive advantage in the knowledge economy is determined and driven by human capital. People are the only asset that innovates, and innovation is the only path to sustained breakthrough performance.”
—Booz & Co., Global Talent Innovation: Strategies for Breakthrough Performance
If Florida is to be a leading state in the innovation economy,
it must, at a minimum, be among leading U.S. states. Since
Florida is the nation’s 4th most populous state, it is illustrative
to compare Florida’s current standing to what it would have
taken to rank 4th across a variety of talent metrics.
Despite significant progress in other subjects and earlier ygrades, Florida still ranks among the bottom 20 states on a widely cited measure of math and science achievement at the 8th grade level, and its graduating high school seniors fare among the lowest in the nation on the ACT—a common measure of college preparedness.
Florida is a national leader in the award of career yeducation credentials and associates degree production (included in the Florida’s Competitiveness 2010).
Though Florida awards a large number of bachelor’s ydegrees in absolute terms, its degree production rate remains among the lowest in the U.S.
Where We Are Now Where We Need To Be
IndICator
FlorIda’s rank
among states
IndICator Value
Value oF 4th
ranked state
gap
NAEP Math Grade 8 - % of students at or above “proficient”
36 29% 43% 14%
NAEP Science Grade 8 - % of students at or above “proficient”
36 21% 41% 20%
Average composite ACT score 48 19.5 23.1 3.6
Number of career education credentials awarded
3 134,668 - -
Bachelor’s degree production rate (degrees per 100,000 18-44)
40 1,152 2,116 964
Forum Photo
Where We Are Today and Where We Need to Be
What You Told UsAt forum after forum, via online discussion boards, and through formal submissions, talent was a leading issue addressed by Florida’s economic development stakeholders. There is wide agreement that Florida needs well-rounded, creative workers with the diverse range of skill sets in demand by employers today and into the future. Further, because Florida is competing in a flat world—where employers consider competing locations not just in the southeast or U.S. but in China, Singapore, India, and more—the state’s talent must be globally competitive.
That does not mean, however, that talent development efforts should be narrowly focused on producing PhD scientists and engineers. While
Florida’s employers do need more high skill workers, they also need world-class technicians, production workers, machinists, and other middle-skill workers. Florida must do a better job of producing, attracting, and retaining workers of all skill levels.
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97% of online survey respondents agree that building world class talent is still a leading priority and critical to the state’s economic future. Florida is redefining accountability in education in a way
that is reflective of what business expects of our graduates and what parents expect for their children.
Florida Commissioner of education eric smith roadmap regional Forum, tallahassee, July 30, 2009
UCF President John Hitt discussed the role of higher education in economic development at the East Central Regional Roadmap forum.
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TAlEnT
PreK-12 Excellence
Expand Technical Education
Higher Education Excellence
Workforce Training
& lifelong learning
R o A d m A p R e c o m m e N d A T i o N s
Recommendation #5: Place priority on science, technology, engineering, and math (STEM) across the talent supply chain
Recommendation #2
Meet “middle skill” demand
Recommendation #3
Ensure higher education
excellence and alignment
Recommendation #4
Demand-driven workforce system
aligned with needs of today and
tomorrow
Recommendation #1
Raise the bar at K-12 level
S e a m l e S S T a l e n T S u p p ly C h a i n
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To make gains in any portion of the talent supply chain, Florida must start at the beginning and raise the bar at the K-12 level. A quality K-12 education provides students with the foundation in reading, writing, math, science, and other subjects required for postsecondary learning of all types. Clear and compelling evidence shows that the level of courses students take in high school is a leading predictor of their college and workplace success.
1 Accordingly,
developing a globally competitive talent pool depends upon improving student performance from their earliest years of education and carrying gains through high school.
Over the past several years, Florida has made impressive gains in boosting student achievement at the K-12 level. Continued effort and vigilance are needed to raise not only the floor of student performance, but also the ceiling to ensure that Florida’s students are competitive with their peers across the globe.
ACTIOn ITEmS
Increase participation in early education and Vpk
Focus on teacher quality
Continue to raise standards to ensure all students graduate having completed a college and career ready curriculum
Continue to address achievement gaps
support arts education
strengthen foreign language skills
increase participation in early education and VpKPre-Kindergarten and early education programs attempt to address
the vast differences in children’s exposure to learning prior to
entering the K-12 system and improve student performance in school.
A growing body of rigorous evidence suggests children who attend
high quality pre-school are more likely to complete more years of
education, attend four-year colleges, go on to hold skilled jobs, and
earn higher wages—making strong early education a systemic fix.2
Focus on Teacher Quality A substantial body of evidence convincingly shows that teacher
quality is the single most important school-related factor influencing
student achievement. As a result, Florida’s leading business
organizations are advocating for improved teacher quality through
tenure reform, differentiated pay, and professional development.
continue to Raise standards to ensure All students Graduate Having completed a college and career Ready curriculumAs Florida Education Commissioner Eric Smith, a vital partner in
Florida’s economic development efforts, stated at the Tallahassee
Roadmap forum, Florida has made phenomenal progress in
improving student performance over the past decade—especially
in foundational skills such as functional literacy and mathematics.
The state is now focusing its attention on building higher level skills
and performance beginning at the elementary and middle school
levels, and on blurring the boundaries between high school and post
secondary education so that all students are prepared for seamless
entry into skilled trades and other forms of meaningful employment
or post secondary programs following graduation.
Through its Next Generation Sunshine State Standards, participation
in the American Diploma Project, 2009 landmark high school
accountability legislation, and more, Florida is taking significant
action to raise expectations of our students and educational
institutions, better align the K-20 system, and respond to business
needs. It is critical for Florida to stay the course and build momentum
in its efforts.
TAleNT RecommeNdATioN #1
Raise the Bar at K-12 Level for Global Excellence
# 1T A l e N T R e c o m m e N d A T i o N
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State Roundtable, Tallahassee
East Central Regional Forum, Orlando
continue to Address Achievement Gaps Florida, like rest of U.S., is focused on reducing student
achievement gaps—gaps in academic achievement (e.g. on
standardized tests, course selection, dropout rates, college
enrollment) between minority and disadvantaged students and
their white counterparts that can be observed beginning at the
elementary level. Demographic changes occurring within Florida
make addressing achievement gaps especially important to the
state’s long term economic future. Florida cannot relent in its
successful efforts to increase the performance of minority and low
income students.
support Arts education The study of the arts has been shown not only to increase student
achievement and academic success, but also to heighten students’
“soft” skills including creative thinking, decision-making skills,
skills in finding multiple solutions to problems, teamwork, cultural
literacy, understanding relationships, and more.3
strengthen Foreign language skills In an increasingly global economy, learning foreign languages
must be stressed from an early age.
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The 21st century economy will not be kind to individuals without education or training beyond high school, or to regions that have high percentages of their populations without education or training beyond high school.
4 Not only do higher
skilled workers enjoy higher wages and lower unemployment rates than low or unskilled workers, but by 2020, the vast majority of jobs will require some sort of postsecondary training or education. The modern economy requires workers with higher order technical and analytical skills than in years past.
But, that does not mean all students and workers need to pursue college education as the path to a rewarding career. Through at least the next decade, about half of jobs will require more than a high school education, but less than a four year degree.
5
These so-called “middle-skill” jobs—medical technicians, engineering technicians, aircraft
mechanics, nurses, paralegals, plumbers, and similar—tend to pay well and do not offshore easily.
Given projected occupational demands and Florida’s current talent pipeline, it is imperative that the state increase the percentage of students and adults who complete training and education leading to a two year degree, certificate, or other credential.
expand career and Technical education options and career pathways at K-12 levelToday’s students need to be prepared for whatever path they choose
to take after high school—whether immediate workforce entry or
additional education or training. Career and technical education (CTE)
combines rigorous academics with real-world, project-based learning
that prepares high school students to go on to either a two- or four-
year institution or to enter the job market with in-demand skills.6 In
addition, effective CTE programs have been shown to lower dropout
rates, improve test scores, increase postsecondary enrollment rates,
and increase earnings of participants relative to their peers.7
Continue the expansion of career and professional X
academies statewide, and increase enrollment in them.
The 2007 Florida Career and Professional Education Act built on
existing state CTE efforts by calling on school districts to work
with business groups and establish Career and Professional
Academies to graduate students with high school diplomas,
national industry certifications in high-demand jobs, and
college and university credits. Florida’s career and professional
academies produce graduates with certifications in any of more
than 150 approved, high demand areas ranging from digital
design to aerospace to welding to software development. Every
district is required to have at least one such academy.
During Roadmap regional forums, participants voiced
strong approval for the expansion of career and professional
academies—and noted a need to provide all students with
access to programs covering a broad spectrum of industries.
Forum participants also expressed concern that some Florida
students might opt out of industry certification programs to
pursue higher weighted courses.
Explore solutions to CTE course credit/weight issues ythat may keep high performing students away
leverage the Unique strengths of the Florida college system Because middle-skill jobs require education or training beyond high
school but less than a baccalaureate degree, Florida’s community and
state colleges are a logical place to address middle-skill workforce
demand. The Florida College System—one of the nation’s leading
TAleNT RecommeNdATioN #2
Meet “Middle-Skill” Demand
ACTIOn ITEmS
expand career and technical education option and career pathways
leverage the unique strengths of the Florida College system
recognize the contributions of Florida’s career colleges
# 2T A l e N T R e c o m m e N d A T i o N
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state college systems, with one of the highest Associate’s degree
production rates, and strong business and workforce training
partnerships—offers demand-driven training through degree,
certificate, and industry credential programs that provide students
with immediate employment. Florida’s College System is a
tremendous asset—no other public or private education provider
in the state is better positioned to quickly and cost-effectively
expand access to workforce training for all segments of Florida’s
population.
Take advantage of federal funding that may become X
available through the recently announced American
Graduation Initiative (a ten year, $12 billion effort).
Recognize the contributions of Florida’s career colleges Private career schools, institutes, colleges and universities provide
a broad range of education and training opportunities for students
interested in career-specific opportunities in art, business,
information technology, allied health, culinary arts, and over 200
other fields of study. Career colleges cover the full spectrum of
postsecondary education, from short-term certificate and diploma
programs, to two-year and four-year associate and baccalaureate
degrees, and beyond. Accordingly, Florida’s career colleges are also
well positioned to help build Florida’s middle-skill talent base.
Southeast Regional Forum, West Palm Beach
Northwest Regional Forum, Pensacola
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strengthen institutional capacity and excellenceFlorida’s State University System’s (SUS) strategic goals include
becoming a globally competitive provider of advanced education,
innovative research, and high-impact public service for the citizens
of Florida. Recent national and international comparisons suggest
Florida’s public universities are at risk of falling behind in almost every
category of comparison except size. Appropriate, predictable funding
must be part of the solution.
Align degree production with industry cluster Needs Florida’s labor market projections for 2030 show a widening gap
between the labor market demand for postsecondary credentials
and the supply produced by Florida institutions—especially at
the bachelor’s level and above. Further, Florida is not producing
enough graduates with the particular skills sets and degrees needed
by innovation economy employers. For example, Florida ranks
40th among states in its production of science and engineering
doctorates.
Universities play an invaluable role in economic development by producing high skill workers for the innovation economy. Florida lags both nationally and internationally in the percentage of its adult population with college degrees. At present, only 27% of Florida’s 25-64 year-old population—2.5 million people—have a bachelor’s degree or higher,
compared to the national average of 29%. Further, in order for Florida to have the average education level of the ten most productive states, it would need 3.9 million adults with bachelor’s degrees—1.4 million more than it does today.
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Meeting Florida’s high skill labor needs will require strong institutions of higher education aligned with state and regional industry needs.
TAleNT RecommeNdATioN #3
Ensure Higher Education Excellence and Alignment
ACTIOn ITEmS
strengthen institutional capacity and excellence
align degree production with industry cluster needs
recognize the role of Florida’s independent colleges and universities
FloRiDA DEgREE PRoDucTioN iN SElEcT HigH DEMAND FiElDS
Degrees Awarded Share of All Degrees
degree program 1998-1999 2007-2008 1998-1999 2007-2008
computer & information Science 950 962 2.0% 1.4%
Engineering 3,136 4,557 6.6% 6.4%
Engineering Technology & Technicians
355 521 0.7% 0.7%
Biological / Biomedical Science 1,418 2,448 3.0% 3.5%
Mathematics and Statistics 282 475 0.6% 0.7%
Physical Sciences 583 884 1.2% 1.3%
Mathematics and Statistics 4,711 7,076 9.9% 10.0%
“We should be aligning our programs of teaching, research, and service against the needs of our state and, more particularly, against the needs of the regions that we serve.“
— uCF president John C. hitt,
east Central region roadmap planning Forum, June 23, 2009
# 3T A l e N T R e c o m m e N d A T i o N
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Northwest Regional Forum, Pensacola
Tampa Bay Regional Forum, St. Petersburg
The Florida Board of Governors, broader higher X
education community, Workforce Florida, Enterprise
Florida, and business leaders should work together
to ensure that Florida meets its high skill workforce
demands.
Recognize the Role of Florida’s independent colleges and Universities Florida’s 28 private, not-for-profit independent colleges and
universities produce 14,100 bachelor degree graduates a
year—26% of the state’s total.9 In addition, they produce 37% of
master degrees, 42% of doctoral degrees and 56% first professional
degrees.10
Accordingly, any plan to expand Florida’s high skill
workforce must recognize the important role of these institutions.
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To remain competitive in a dynamic economy, Florida needs a workforce system that is not only responsive to the changing needs of employers and workers, but also anticipatory of the future skills and demands needed to compete in a global economy. It must be capable of bridging the gap between stagnating and emerging industries, addressing both workforce preparedness and workforce readiness, and based upon a strong understanding of future workforce
needs gained through data analysis and business partnership.
Florida already boasts a top-notch workforce system with a strong national reputation and supportive business leadership. Florida’s workforce system includes customized and on-the-job workforce training to support the retention, expansion, and attraction of businesses, and more.
TAleNT RecommeNdATioN #4
Demand-driven Workforce Systems Aligned with the Needs of Today and Tomorrow
continue to strengthen the partnership Between Workforce and economic developmentThe partnership among the state’s workforce and economic
development leaders has never been stronger and is crucial
to increasing alignment between workforce and economic
development strategies.
Support the implementation of the new state workforce X
strategic plan developed by Workforce Florida. The 2010-
2015 state workforce strategic plan is being developed through
stakeholder outreach and consultation with education partners
and is aligned with both the Roadmap to Florida’s Future as well
as the Florida Chamber Talent Caucus.
complete a cluster-oriented, comprehensive Workforce supply and demand Analysis Solid data must be at the foundation of a demand-driven workforce
system, so Florida should complete a comprehensive occupational
analysis to help map industry needs at all skill levels, identify gaps,
and build career ladders in high growth areas. This analysis should
include major industry focus areas to help build economies of
scale and efficiencies in workforce programming. In addition, the
analysis should compare state workforce needs to the numbers
and types of certificates, training, and degrees being awarded by
Florida’s education providers with an eye toward improving resource
allocation.
Workforce Florida and the Agency for Workforce X
Innovation, in partnership with the Department of
Education, Board of Governors, Enterprise Florida and
others, should convene a working group to help implement
this talent supply and demand analysis aligned with the
state’s cluster strategy.
Incr
easi
ng S
kill
leve
lElectrical & chemical Engineers,
operations Managers
Machinists, Welders, chemical & Electrical Technicians,
Plant & Systems operators
industrial Truck Drivers, installation Helpers, Agricultural Workers
illustrative cluster occupation and Skill Structure Schematic
ACTIOn ITEmS
Continue to strength-en the partnership between workforce and economic devel-opment
Complete a cluster-oriented comprehen-sive workforce supply and demand analysis
Continue Banner Center implementa-tion
strengthen training for existing workers
“Florida must develop a demand-driven, seamless talent supply chain that can meet the business needs of today and tomorrow. Partnerships among education, workforce, economic development and business will be critical to this task.”
— Chris hart, IV
president & Ceo, Workforce Florida, Inc.
# 4T A l e N T R e c o m m e N d A T i o N
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continue Banner center implementationThe Employ Florida Banner Centers are charged with becoming
a statewide, go-to resource for cutting-edge training for entry-
level and experienced workers who need to upgrade their skills in
Florida’s high-value sectors including biotechnology, homeland
security and defense, manufacturing, energy, alternative energy,
logistics and distribution, aviation/aerospace, digital media,
construction, agriscience and water resources. Each Banner Center
is led by a Florida community college, university or organization
that partners with industry to identify sector training needs
and, among other things, create new curricula. A key objective
is to create timely and relevant training that can be shared
across multiple educational institutions for access by businesses
statewide.
The Banner Center framework should be advanced to the X
next level to create self-sufficiency, alignment with key
cluster needs, and effectiveness in serving as statewide
resources to avoid duplication of resources.
strengthen Training for existing Workers In our fast-paced and rapidly changing world, workers will change
careers many times throughout their lifetimes, and even workers
who stay in the same job will require regular skill upgrades,
retraining, and retooling. Accordingly, Roadmap forum attendees
called for an increased focus on and support for incumbent worker
training and lifelong learning.
Restore funding for the Quick Response Training (QRT) X
Program. QRT provides grant funding for customized
industry training for new and expanding companies. An
effective program with a long track record, this workforce
incentive is critical for successful economic development.
The $5 million budget authority for this program should be
restored.
Expand investment in the Incumbent Worker Training X
(IWT) Program. Retaining and expanding Florida companies
is vital to Florida’s future. The Incumbent Worker Training
program is especially important to help retain companies
and make them more competitive by retooling skills and
enhancing worker productivity.
Consider providing corporate income tax credits to X
employers that provide incumbent worker training (CA,
RI), or creating a supplemental unemployment insurance
tax to fund incumbent worker training. Several states
including California, Minnesota, Massachusetts, Delaware,
New Jersey, Rhode Island, and Tennessee have already
implemented one or more of these policies.
WoRKFoRcE BEST PRAcTicE: Pennsylvania’s Job Ready PA Workforce Strategy
In the mid-2000s, as part of a broader economic development, education, and workforce initiative designed to help transition pennsylvania from an industrial manufacturing economy to knowledge economy where workers need more specialized skills to succeed, the pennsylvania department of labor & Industry transformed the state’s workforce system into a more demand-driven system based on industry-led training strategies, building clearly defined career pathways in high growth jobs, and holding participants to rigorous accountability standards.
the effort started with the completion of a comprehensive occupational analysis to pinpoint high-demand, high-skill and higher wage jobs and careers to serve as the basis for industry-driven development. the research identified nine targeted industry clusters offering long-term economic growth potential for pennsylvania.
the analysis was then used to build regional Industry partnerships– multi-employer/employee consortia designed to learn the specific needs of an industry
cluster with the goal of responding to labor force shortages, skill gaps, and retention issues. since program inception in 2004, more than 6,300 businesses and 70,000 workers have been served through nearly 80 Industry partnerships across the state, generating higher productivity for employers and higher wages for workers.
pennsylvania’s industry-based approach has yielded several other benefits including: (1) efficiency benefits—by focusing scarce workforce development education and training resources on industry and worker priorities, rather than employing a traditional company by company approach, (2) the ability to replace career ladders once available inside firms with industry career ladders, and (3) improved networking, collaboration, and supply relationships among participating firms.
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Emerald Coast BEST Robotics Competition at the University of West Florida.
PHOTO COurTESy Of THE PENSACOlA NEwS JOurNAl
Ensuring the availability of appropriately skilled talent with the science, technology, engineering, and math (STEM) skills needed for success in the innovation economy is one of the most pressing challenges facing businesses and states today. Going forward, all students—not just those who plan to pursue STEM professions—will require a solid foundation in STEM to be successful in the workforce. In addition to providing students with the foundation they need in science, technology, engineering, and math, STEM instruction helps
to develop students’ understanding of complex processes, relationships, and inquiry—key foundations of problem solving and critical thinking. In fact, according to the U.S. Bureau of Labor Statistics, 15 of the 20 fastest growing jobs through 2014 will require substantial math or science preparation.
Unfortunately, Florida, like much of the rest of the U.S. , is facing major STEM talent shortages in part due to its failure to generate sufficient numbers of STEM graduates at any level.
establish and implement the Florida sTem council The Florida STEM Council was created in 2009 through the joint
efforts of the Enterprise Florida Strategy Council, Workforce Florida,
Department of Education, Florida Council of 100, and the Florida
Chamber of Commerce to focus on STEM education and align STEM
talent production with state business needs. Ongoing support and
collaboration is needed from all partners as the Florida STEM Council
works to address its mission:
Coordinate the broad and diverse range of STEm initiatives X
offered statewide.
Facilitate business engagement in STEm education X
outreach and policy guidance.
Advocate for STEm education and instill STEm precepts X
from elementary through graduate education.
support Regional and industry sTem efforts Florida’s regional and business leaders have long recognized the
need to take action, and put into place a broad range of STEM
outreach efforts and programs. Programs such as the Central
Florida Promoting Regional Improvement in Science & Math (PRISM)
initiative, TRDA Teacher Quest Program, IHMC Science Saturdays,
BEST Robotics Competition, and many, many more play an important
role in increasing students’ and teachers’ overall STEM interest,
knowledge, and awareness, and building the STEM workforce of
tomorrow.
TAleNT RecommeNdATioN #5
Place a Priority on STEM Across the Talent Supply Chain
ACTIOn ITEmS
establish and implement the Florida stem Council
support regional and industry stem efforts
Build a strong stem pipeline starting at the k-12 level
“It is critical that the youth of today develop an interest in and curiosity about science, technology, engineering, and math. We need to help them build on that interest through education that prepares them for high quality careers in a future that will require those STEM skills.”
— susan story, president & Ceo of gulf power Company
# 5T A l e N T R e c o m m e N d A T i o N
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Emerald Coast BEST Robotics Competition at the University of West Florida.
PHOTO COurTESy Of THE PENSACOlA NEwS JOurNAl
Build a strong sTem pipeline starting at the K-12 level
Florida cannot build the 21st century skills of its workers and increase its production of technicians and innovation economy workers without engaging students and improving their performance in STEM from elementary school on.
Engage students early X —especially since experts have found that student interest and performance in STEm begins to wane somewhere between elementary and
middle school. In recent years Florida’s education and
government leaders have taken significant steps to improve
the state’s STEM pipeline, revising STEM curricula, expanding
professional development and teacher recognition, aligning
K-12 STEM coursework with skills needed for success at higher
levels, and expanding hands on, experiential learning (e.g.
through national models like Project Lead the Way). These
efforts must be continued.
make addressing STEm needs a consideration in setting X
priorities and directing education funding at all levels.
SElEcT ExAMPlES oF REgioNAl AND iNDuSTRy STEM ouTREAcH
• BEST Robotics
• Expanding Your Horizons (UCF)
• I LOVE Science (IHMC)
• PRISM
• Scripps Florida Education Outreach
• Teacher Quest (TRDA)
• techCAMP (Florida High Tech Corridor Council)
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South Central Regional Forum, SebringState Roundtable, Tallahassee
1 Achieve, Inc., Closing the Expectations Gap: An Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Careers, 2008
2 Executive Office of the President, Council of Economic Advisers, Preparing the Workers of Today for the Jobs of Tomorrow, July 2009
3 National Governors Association Center for Best Practices, Issue Brief: The Impact of Arts Education of Workforce Preparation, May 2002
4 National Center for Public Policy and Higher Education & National Center for Higher Education Management Systems, Good Policy, Good Practice: Improving Outcomes and Productivity in Higher Education: A Guide for Policy Makers, 2007
5 Holzer, Harry and lerman, robert, The Future of Middle-Skill Jobs, Brookings Center on Children and families, CCf Brief #41, february 2009
6 Institute for a Competitive workforce, The Skills Imperative: How Career and Technical Education Can Solve the U.S. Talent Shortage, 2008
7 Ibid. Similarly, florida Oppaga report 07-40 found that the state’s career academy student’s outperformed their peers in high school.
8 florida Board of Governors, accessed at http://www.flbog.org/about/fbd/roundtable.php,10/15/09
9 Independent Colleges and universities of florida, accessed at http://icuf.org/about-us, 10/15/09
10 Ibid.