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ERIC Number: ED590462
Record Type: Non-Journal
Publication Date: 2018-Oct
Pages: 14
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
STEM Dual Enrollment: Model Policy Components
Zinth, Jennifer
Education Commission of the States
In spite of the well-paying, in-demand jobs that many STEM degrees can lead to, just 18 percent of the 1.9 million bachelor's degrees awarded in the U.S. in 2015-16 (the most recent data available) were in STEM subject areas.3 Given that about 5 percent of workers with a non-STEM undergraduate degree work in a STEM field, a large proportion of a state's workforce is unlikely to secure jobs in these growing occupational areas without first generating and encouraging a student body interested in science, technology, engineering and math. One option for exposing students to these fields and putting them on a pathway toward a degree is dual enrollment -- or the opportunity to take college-level coursework (for college credit) while in high school. This Special Report outlines state-level policy components that help ensure dual enrollment programs in science, technology, engineering and math are broadly accessible, particularly to students traditionally underrepresented in STEM courses.
Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Joyce Foundation
Authoring Institution: Education Commission of the States
Identifiers - Location: Texas; Florida; Illinois; North Carolina; Ohio; Virginia; Idaho; Nevada; Iowa; Kentucky; New Hampshire; Indiana; Nebraska; North Dakota; Hawaii; Colorado; Utah; Rhode Island; Oregon; Louisiana; Minnesota
Identifiers - Laws, Policies, & Programs: Perkins Loan Program