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Center for Minority Achievement in Science and Technology
Center for Minority Achievement in Science and Technology
DIVISIONS
Did You Know?
› While 53% of international graduate students studied either engineering or sciences in 2006, only 16% of U.S. students did.
Graduate Enrollment and Degress, 1996-2006 (Council of Graduate Schools). 
› In the U.S. workforce women hold more than half of professional positions overall, but fewer than 22% of software engineering positions.
National Center for Women & Information Technology (NCWIT) 
› Girls comprise just 10% of all Advance Placement (AP) computer science AB exam-takers.
National Center for Women & Information Technology (NCWIT) 
› The mean GPA for African American engineering graduates was 2.5, for Hispanic engineering graduates 2.39, and for non-minority engineering graduates 2.67.
Accreditation Board for Engineering and Technology (ABET), 1990. 
› By 2010, the American population will be one-third “minority” (Hispanic/Latino, African American, Native American, Asian).
U.S. Census Bureau, 2000. 
› The shortage of highly qualified math and science teachers in the United States is projected to reach 283,000 by 2015.
National Center for Education Statistics, 2005. 
› 3 out of 10 first-year college students in the United States are placed into a remedial course.
National Center for Education Statistics, 2000. 
› The federal government spent approximately $2.8 billion in fiscal year 2004 to fund over 200 programs designed to increase the number of students in STEM fields and employees in STEM occupations and to improve related educational programs.
2006 GAO Report on Science, Technology, Engineering, and Mathematics Trends and the Role of Federal Programs 
› Women represent just 9.5% of the nearly 1.5 million bacherlor's-degreed engineers employed in the United States.
2008 Confronting the New American Dilemma: A Data-Based Look at Diversity (CPST) 
› American students ranked lower in science than their peers in 16 other industrialized nations, out of 30 countries in that category.
2006 Program for International Student Assessment 
› 70% of registered voters – approx 91 million people- believe the U.S. public education system needs to be completely replaced or changed in a significant way.
Public Agenda Survey 
› High school freshmen in public school graduating in four years, 2004-05: 74.7 percent
National Center for Education Statistics 

K-12 and Postsecondary Education
CMAST understands that developing and supporting programs that support a diverse pool of students' entrance into the pipeline for STEM career pathways is crucial to the nation's future. With special emphasis and expertise on improving academic opportunities for traditionally underrepresented students, the K-12 and Postsecondary Education Division strives to support K-12 school districts and teachers as well as higher education institutions as they work to leverage their current resources to provide quality STEM education for students of all ages.

“Many of our students are growing up in a technology –rich environment that is radically different from the experiences of their teachers and those responsible for governance of schools.” Draft Report of the Commission on 21st Century Education in Science, Technology, Engineering, and Mathematics (2007).

Aristotle once said, "The things we have to learn before we do them, we learn by doing them". Realizing the truth in this philosopher’s observation, CMAST will work with its partners to develop and sustain programs that highlight the impact of early exposure and experiential learning on student achievement in science, technology, engineering, and mathematics. Thus, the end result being a large infusion of minority students into the STEM workforce pipeline thereby securing the nation’s prominent position in the global economy.

To bring about comprehensive improvements in STEM education provided by schools and districts, our organization will serve as an advocate for system-wide reform by supporting professional development at all levels, assist in building partnerships, and support efforts to increase state and federal investments in proven initiatives that will inspire current and future generations of young, minority students to pursue careers in STEM fields.

The following CMAST capabilities address the need for a unified K-20 approach to America’s STEM education challenges:
  • Parent and Community Engagement Initiatives

  • Professional Development Workshops for Teachers and Administrators

  • After-school and Summer Enrichment Programs

  • Curriculum Development and Support

  • Instructional and Technology Integration

  • Internship and Cooperative Education Program Development

  • College Access and Funding Initiatives