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ERIC Number: EJ992654
Record Type: Journal
Publication Date: 2012
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0271-6062
Spotlight on a STEM School
Barnett, Meredith
Principal, p8-9 Nov-Dec 2012
Business leaders, like education leaders, are acutely aware of what this could mean for the future of this country: Young people might be unprepared for rewarding jobs and the demands of informed citizenship, businesses may not find the talent they need to keep innovating, and the economy may stagnate with too little innovation. To turn the tide, the author suggests that educators must start with math and science in elementary school. Business leaders, understanding this, are increasingly partnering with educators and one another to curtail the flow of talent away from STEM-related careers by investing in the nation's youngest learners. That, in fact, is a major focus of Change the Equation (CTEq), a nonprofit, nonpartisan, CEO-led initiative that is mobilizing the business community to improve the quality of pre-K-12 STEM learning in the United States. Business leaders are not in a position to make detailed judgments on best teaching practices or to determine what works best for an individual school with its own unique set of circumstances. However, business and education leaders do share a common vision of excellent teaching and learning in math and science. They know that such teaching and learning inspires and engages young learners, giving them exciting, real-world examples of the application of math and science. It aligns to business world's need for people who can apply knowledge and work collaboratively, and it whets students' appetites for the possibilities inherent in a STEM-based career.
National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States