| Welcome from the CEO |
Change the Equation is passionate about improving STEM learning. We do that by changing the conversation—dispelling myths with the latest research, challenging low expectations, and advocating for proven policies, programs and practices. One thread of that conversation that needs a course correction is the notion that those of us who are for STEM education are against education in history, literature, art, philosophy and other subjects. This either–or fallacy is more than a little shopworn. [Read More]
Linda P. Rosen
CEO, Change the Equation |
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| Point of View |
Lowell McAdam
Chairman and Chief Executive Officer
Verizon Communications
When I graduated from high school in the ‘70s, the path from school to career was pretty straightforward, even for a kid from rural Niagara County, New York. Agriculture was vibrant; Kodak and Xerox were down the road in Rochester. Technology generations lasted years, not months, and we didn’t have to worry about competition from China, India and the developing world. [Read More] |
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| In the News |
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| STEM advocates know that the school year isn’t the only time, and the classroom isn’t the only place, to ignite STEM learning. CTEq member companies Boeing, Discovery Education and Hitachi all are providing inspiring summer learning opportunities to students. And a Cognizant employee writes eloquently about what he’s learned from middle school students as a volunteer. [Read More] |
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| What's Happening at CTEq |
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| Funders, take note: We’re identifying a handful of effective programs from our STEMworks database that are ready to scale in many new places nationwide. We’re also thrilled that CEOs and other STEM advocates are taking our Vital Signs to state capitals and Capitol Hill to push for more emphasis in STEM learning. And we’re offering new tools to support STEM advocacy.[Read More] |
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| STEMtistic: Tilting the Playing Field |
| 25.1 percent of seventh through twelfth grade math classes in high-poverty schools are taught by teachers with neither a certification nor a major in the subject. In low-poverty schools, it's 11.4 percent. Those who need the most get the least.[Read More] |
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