She began by pulling together a team of leaders from business, industry, education (including teachers) and the community. Susan Pruet faced a daunting challenge: What type of STEM intervention would enable the schools to engage and prepare this diverse group of students? Given the school district size, the demographics, and the education community’s general lack of awareness of STEM as a K-12 workforce strategy, Dr. The Mobile County Public School district, the largest in Alabama, had over 60,000 students, with over 70% living in poverty and about 50% African American students. The Taskĭesigning a sustainable STEM program to reach all students – in a school or across a school system – requires extensive research and planning. I’m using excerpts from that article to explain how the district answered the equity question for the middle grades and what we learned from that. Susan was the Program Director for the Mobile Area Education Foundation (MAEF) and the head honcho in designing this K-12 workforce development STEM program. Susan Pruet, Carolyn DeCristofano, and me to write an article about a large school district we worked with that accomplished this for middle grades kids. ![]() So, how do you design a program that allows all students access to STEM, not just the kids who seem obvious choices for a handpicked class? It’s a matter of equity as well. That means giving all students access to STEM education. Access to STEM education is more than an economic issue.
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