STEM: Science Technology Engineering Mathematics. State-Level Analysis

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Carnevale, Anthony P.; Smith, Nicole; Melton, Michelle
Institution	Georgetown University, Center on Education and the Workforce
Titel	STEM: Science Technology Engineering Mathematics. State-Level Analysis
Quelle	(2011), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Demand Occupations; Technical Occupations; Mathematics; Professional Occupations; Engineering; Scientific Personnel; Computer Science; Biological Sciences; Physical Sciences; Architecture; Educational Attainment; Employment Opportunities; Education Work Relationship; Occupational Information; Associate Degrees; Bachelors Degrees; Doctoral Degrees; Masters Degrees; STEM Education + Suchen Sie Ihr Suchwort? Lehrerreserve; Technical occupation; Technischer Beruf; Mathematik; Berufsklassifikation; Maschinenbau; Wissenschaftliches Personal; Informatik; Abwasserbiologie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Architektur; Bildungsabschluss; Bildungsgut; Berufschance; Beschäftigungschance; Berufsinformation; 'Bachelor''s degrees'; Bachelor-Studiengang; Doctoral degree; Doktorgrad; STEM
Abstract	The science, technology, engineering, and mathematics (STEM) state-level analysis provides policymakers, educators, state government officials, and others with details on the projections of STEM jobs through 2018. This report delivers a state-by-state snapshot of the demand for STEM jobs, including: (1) The number of forecast net new and replacement jobs by state for each of the five STEM occupational groups; (2) The educational distribution of STEM jobs by state; (3) The share of STEM jobs in each state, by education level; and (4) The growth of STEM jobs by state between 2008 and 2018. The STEM state-level analysis finds that: (1) The District of Columbia will have the highest proportion of STEM jobs as a fraction of job openings through 2018 (10%), followed by Virginia (8%), Washington (8%), and Massachusetts (8%). However, nine states are projected to have only have 3 percent of their future job vacancies in STEM occupations in 2018; (2) 19 states will be at or above the national average of 92 percent in terms of the share of their STEM jobs that will require postsecondary education or training. Hawaii leads all states in the proportion of STEM jobs that require postsecondary education and training (96%), followed by Massachusetts (94%), Colorado (94%), and Minnesota (94%); (4) Oklahoma and Nevada lead in the proportions of the state's STEM jobs available for workers with some college, including postsecondary vocational certificates and on-the-job training (23% each); (5) Compared to all other states, North Dakota will have the highest proportion of its STEM jobs for workers with Associate's degrees (24%); (6) Wyoming leads all other states in its proportion of STEM jobs for Bachelor's degree-holders (55%); (7) The District of Columbia will have the highest proportion its STEM jobs for workers with Master's degrees (36%), while Massachusetts and New Mexico will have the highest share of their STEM jobs for PhDs (9%); and (8) In most states, Computer occupations are the largest of the STEM occupations. However, in Louisiana, Michigan, Mississippi, New Mexico, South Carolina, and Wyoming, Engineers and Engineering Technicians will be the largest of the STEM occupations in the state, and in Alaska and Montana, the largest STEM occupation will be Life and Physical Scientists. (Contains 1 footnote.) [For the full report, "STEM: Science Technology Engineering Mathematics," see ED525297. For the executive summary, "STEM: Science Technology Engineering Mathematics. Executive Summary," see ED525298.] (ERIC).
Anmerkungen	Georgetown University Center on Education and the Workforce. 3300 Whitehaven Street NW Suite 5000 Box 571444, Washington, DC 20057. Tel: 202-687-4922; Fax: 202-687-3110; e-mail: cewgeorgetown@georgetown.edu; Web site: http://cew.georgetown.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10