It is no secret we are living in a rapidly evolving world of technology. Yet, are we really doing enough to prepare our students for their future success? Moreover, will our school systems keep up, especially when assessing students’ STEM skills directly is not a requirement to graduate from high school? One way to begin to answer these questions is to ask whether your district has adopted a P–12 comprehensive STEM (Science, Technology, Engineering, and Mathematics) curriculum. Let’s learn more about STEM – the great equalizer.
A STEM Mission Statement
As a superintendent of schools, I have been challenged to implement a mission statement. This statement ensures that students graduate from high school prepared for college and career-ready. How can we possibly live up to the creed of our mission when STEM programs are treated as aspirational and not as a necessity? How can we implement STEM effectively when there is such a high demand for professional personnel in this area? And, how do you begin to address with our teaching staff that preparation for the 21st century is not about textbook information? It is more about students’ ability to critically think and make assessments focused on the world in which they live through STEM.
The United States, as great as we are as a country, continues to produce students who lack necessary STEM skills. Kendall Hunt Publishing Company pointed out how studies have shown that math and science understanding will be a staple in all jobs moving forward. However, US students are shown to be lagging in test scores on these two subjects. This further proves the importance of STEM education for our youth and beyond. The question we must ask ourselves is, why are so many students in America’s schools falling below the standards in these subjects? Our course requirements fall short of students having to demonstrate proficiencies in these areas to graduate.
A STEM Awakening
A visit to a school sparked my awakening to how far my district was behind in preparing students for their future in this technological society. During this visit, I observed classroom instruction. A teacher asked the class, “Who can tell me our nation’s capital?”
A student pulled out his cell phone and said, “Hey Siri! What is the capital of the United States?”
In response, the teacher became upset, had the student put his cell phone away, and reprimanded him. She reminded the student that the district had a “no cell phone use” policy. This was surely stated to impress me as the observer. She had no idea how disturbed I was that the student’s rapid and accurate use of technology as a valuable resource was not embraced.
This disturbance motivated me to reexamine the district. Was it truly preparing students to become global-minded citizens who could thrive in this era? It was an obvious conclusion that we had fallen short. Although we had made STEM an integral part of our after-school programs, we hadn’t embedded this content into daily instruction. Therefore, only students participating in after-school activities were being exposed to STEM. This equated to about 20 to 30 percent of the district’s total enrollment. Consequently, this meant that more than 70 percent of the student body remained unexposed to STEM courses. We were leaving too many students behind.
A Changing World
That one-day observation awakened me to just how much the world had changed and how instructional delivery had not. Today, classrooms still look like they follow the same teaching methods that existed prior to the evolution of technology. It is time for change. Most educators agree that our current system of policies, procedures, and professional development is not designed to address and include the true meaning of STEM education. How can we expect teachers to begin to address STEM when we have not adequately trained them? We have not provided the required resources to effectively integrate STEM education in our schools. Now is the time to revamp our professional development plan. We must demand that colleges/universities do a better job of teaching and training. Proper preparation equips future educators regarding the importance of STEM education.
This could also be a unique opportunity. Most students are well ahead of their teachers in the use of technology. If you have not thought about it, our students were born into a technological society. They are affectionately called Generation Z and are considered to be tech-centric. Generation Z is very comfortable in front of a computer. Most have never lived in a home without one, as well as cable, internet, and/or social media. They know nothing else besides being constantly connected to one another, albeit through phones, screens, and tablets. So, why not capitalize on what comes naturally for them in order to guarantee them a bright future?
Embracing the Change
It was that day when I observed the student’s response, that I made up my mind to lead the change I wanted to see. I began to reimagine education for my students. I wanted our schools to increase student opportunities to compete in a global society. In order to adequately prepare students to live a successful and productive life in the 21st century, STEM can no longer be elective or operational. Rather, it must remain an integral part of the curriculum required for all students from pre-kindergarten through grade 12. STEM education is the answer to transforming our schools in our efforts to make our mission a reality. It must be intentional in its implementation.
I was determined that our schools could no longer look at STEM as something you do in an after-school or Saturday program. STEM can no longer be something we do in our free time. It must be something we live each day. Other schools and countries caught the STEM vision a long time ago. The time is now for my community to do so as well. It is the only way to give our students the tools they need to challenge and compete with their peers. To move forward with my district’s transformation, I needed to be able to provide evidence to the stakeholders as to the need for the change.
Utilizing Technology
Teachers must be encouraged to allow students to use the basic technological tools to help them complete assignments. Operating system assistants, such as Siri, should be friends, not foes. Why are we still forcing students to solve long division? We could just hand them a calculator and teach them how to use it. Does the new way of doing math really make sense? Or is it a strategy being used to take away students’ appreciation of math? Why is it no longer acceptable to teach students how to “borrow” from their neighbor?
These questions illustrate why students lack the ability to communicate effectively with their peers. For me, I am no longer focused on why the district is behind. However, I am taking proactive measures to create radical change. Implementing a comprehensive K-12 STEM program better guarantees our ability to increase the number of students reaching mastery and close the achievement gap.
Ironic Interests
As a child, I remember two of my favorite cartoons were The Flintstones and The Jetsons. The irony of liking both of these shows is that they were the total opposite of each other. For those unfamiliar with these cartoons, both cartoons were made in the early 1960s. Both dealt with family. The Flintstones lived in a world that was a comical version of the Stone Age with machines powered by birds and dinosaurs. The Jetsons lived in a comical version of a century in the future, with elaborate robotic contraptions and whimsical inventions. Growing up, neither show appeared to be realistic. We viewed them simply for entertainment purposes. These shows illustrate the current state of STEM education.
The Flintstones’ world was behind the times, and the Jetsons’ concepts were unfathomable! But now, I realize my first exposure to the world of technology started many decades ago, as I tuned in to watch the wild imagination of George Jetson, his family, and his co-workers interact with their new gadgets, including walking and talking robots. Who would have ever thought the Jetson would become our modern-day reality? Our schools must begin functioning with a Jetson-like mindset. Unfortunately, too many still operate more like Fred and Barney (in the Flintstones). If you are not convinced there is such a stark contrast, just examine closely what is being taught in schools compared to the real world.
An Education Beyond the Classroom
According to the National Science Foundation, students must develop their capabilities in STEM beyond what is currently happening in schools if they are going to succeed in this new information-based and highly technological society. What we are doing now is simply not enough. STEM education develops students’ critical thinking skills and provides hands-on learning opportunities for students to explore subjects in ways they may not have had the opportunity in the past.
The lack of STEM in schools is exacerbated in black and brown communities and students who live beyond the poverty line. We think that pushing diversity, equity, and inclusivity will help make students more productive citizens. This might be true. However, the only way we can bridge the gap for students of color and ensure they are more successful in life is by exposing them to STEM. Schools cannot carry the responsibility on their own. We must also educate our parents and guardians on the importance of exposing our students to higher-level courses in math and science.
This can be easily achieved by implementing district-wide STEM nights and other opportunities for the community to witness students’ using their STEM skills in real-life situations. STEM education is not an option for us. Rather, it is a vital part of what we must do to secure our students’ future success. Once we have increased students’ exposure, we will be more effective in narrowing the achievement gap. We can provide them with the skills needed to compete in a global society.
A Tool for Economic Growth
According to Kathryn Holmes et al., STEM fields are viewed as vital contributors to economic growth and innovation. Schools, especially those in urban settings, must begin to drastically change how they approach this area. Why? It is simple. STEM skills and competencies are the key to increasing the number of people employable in these areas. They are also viewed as highly transferable skills that increase employability in non-STEM sectors. So, incorporating STEM in our classrooms will not only help our students become more employable, but it will also increase their critical thinking skills and overall academic achievement. STEM education will teach them how to adapt the concepts that they learn to various iterations of problems or issues they will need to solve.
STEM in Early Childhood Education
If we are truly going to use our schools to prepare students for success in life, we must start pushing STEM as early as possible. We can no longer deprive students of the opportunity to use different types of technology (including cell phones) in the classroom. According to Holmes et al., engagement and interest in STEM subjects during primary and secondary schooling are pivotal to changing students’ attitudes to pursue STEM subjects and careers. In my humble opinion, educators stray away from STEM because of their lack of knowledge and fear. They fear our students will find out we have no clue what we are doing, given it is just not the world as we know it! No one has prepared us for the advanced technological society in which we live.
Our schools can no longer afford to miss out on the most important aspects of teaching and learning for students’ success—STEM. If we want to see students be successful in life and in their careers, it is past due for all schools to start mandating STEM education. I am unsure why it is taking so long for us to do so. The pandemic has shed more light on the readiness gap. Computers are now a necessity, not a luxury! The pandemic, as horrific as it is, should also serve as a wake-up call. It should let schools know that we must begin to change the way we educate students NOW!
STEM – the Great Equalizer
If we do not integrate STEM as a part of our lifelong learning and totally immerse STEM into our curriculum, professional development, board policies, practices, and missions, history will show that our schools were negligent. Why? Because they breached their duty to develop students into productive members of society. Let us not only make students smart using measurements from yesterday’s standards. Let us also make certain students are resourceful and prepared for today and their future!
About the Author
REGINA ARMSTRONG
Regina Armstrong is the Superintendent of Schools in the Hempstead Union Free School District. She obtained her bachelor’s degree in Elementary Education from Queens College, Flushing, New York. Later, she attended Hofstra University to pursue a Master of Science in Reading. The information she learned became invaluable in developing her teaching practices. This led her to receive many awards for her students who achieved their yearly targets in Reading and Math.
Believing in being a lifelong learner, Regina obtained her Professional Diploma from Queens College in August 1998. She is currently pursuing her Doctorate at the American College of Education, Indianapolis, Indiana in Education Leadership with a focus on Curriculum and Instruction. In June of 2017, her life’s work was recognized by the Hempstead Branch of the NAACP. There, she received the Education Award. Regina counts it a privilege to have been employed in the Hempstead Union Free School District (HUFSD) for the past thirty-one years, serving in the following positions: teacher, curriculum specialist, assistant principal, and principal.
For three years, she served as the Interim Superintendent of Schools for HUFSD, and on June 17, 2021, she was appointed Superintendent. Although this was the most challenging accomplishment of her career, it was also the most rewarding. She considers it an honor and is humbled by the opportunity to lead the District in this capacity.
All Glory to God
As much as Regina loves and appreciates her career as an educator, she knows none of her accomplishments would be possible without the grace of God. She has been a member of the Emanuel Baptist Church in Elmont since 1978. For the past eleven years, she has served as the Supervisor of the Emanuel Youth’s Church and as an adult Sunday school teacher. Her church activities also extend to her local district association, the Eastern Baptist Association of New York, Inc. She was appointed the General Supervisor for the Maggie B. Greene Youth and Young Adult Ministry and serves as a member of the Scholarship Commission and Special Events Team. She feels blessed that God has given her a servant’s heart and uses her gifts to teach, witness, lead, and support Kingdom building.
Regina feels blessed and fortunate to have a strong support team made up of her loving mother, Corine, her father J.R. (from Heaven), four sisters—Phyllis, Patricia, LaVern, and Michelle—eleven nieces and nephews, and several loyal friends and colleagues. Her two favorite scriptures are: “No weapon formed against me shall prosper (Isaiah 54:17a) and “God can do all things exceedingly, abundantly, above all we can ask or think according to the power that works in us” (Ephesians 3:20). Her life is a testament of both.
