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Tuesday, May 13, 2008
Engineering jobs, math and the future
I’m in Kansas City today for a seminar on math education put on by the Hechinger Institute for Education and the media where we’ve been talking a lot about the crisis of science and math education in the U.S.
Specifically, American technology companies are screaming about the need for qualified, home grown engineers and complaining that they have no choice but to hire Chinese, Indian and other foreign-born engineers because they are so much easier to find than American engineering school graduates.
As a result, Ohio is among several states that have made a big move for more math and science instruction. By 2014, Ohio will require graduates to take three lab sciences and pass Algebra II to receive a high school diploma.
This push for more math and science raises several questions. Among them:
—Will there be good paying jobs for engineering graduates in the future?
—Do all students need challenging, high level math courses like Algebra II?
—How will a big state like Ohio ramp up instruction so there will be enough quality courses (and teachers) for every student?
Let’s start with this question of jobs. CEOs of big companies say they need engineers now and that the are forced to hire foreign workers because there aren’t enough Americans going into the field.
But one of my reporting colleagues pointed out some dangerous math for young Americans who go into engineering in the future. And the bottom line is this — is there any reason to expect American companies to stop hiring Indian and Chinese engineers? Those foreign workers are very good and much cheaper than American engineering grads.
So given the competitive pressure, aren’t engineering wages likely to go down over time if companies can find skilled but far cheaper talent elsewhere? Will American engineers enjoy the same pay and lifestyle benefits in 20 years that they enjoy today?
A good counter argument is all kids can benefit from better training in math and science and that a degree in engineering will impart skills that will be useful in many types of jobs, even if engineering jobs are less desirable in the future. But that is a different message to tell a youngster than to promise a good, well paying job in his or her chosen field.
By comparison, consider the last big boom in engineering, math and science in the U.S. In the wake of Sputnik, the U.S. began spending millions on space engineering. The space program inspired many young people to study math and science. But it was both exciting to dream of working in the space program and the kids KNEW there would be good jobs when they came out of school.
Still, it is hard be opposed to a plan that would teach kids more and better math skills. Which brings us to Algebra II.
Here’s what I’ve heard from some math teachers about this idea. They say that Algebra II is very challenging and, for many kids, out of their league. But that’s OK. Some kids, they say, do not need to know math at the Alegbra II level. Competency at Alegbra I is plenty for most careers.
And there is a downside to requiring everyone to take Algebra II. First, we already have a shortage of good math teachers. Where will we get enough high quality teachers to add all this extra high level math instruction and to make it good? And what will those schools do with kids who simply cannot handle the math in Algebra II but need to pass to graduate?
Some math teachers fear the result will be to water down Algebra II instruction to make it easier to pass. So classes that are listed as “Algebra II” will actually be taught more at the level of Algebra I.
This is an interesting and complicated problem. Proponents of Algebra II point to studies that show students who take it in high school have the highest rate of college completion of any college-bound student. The bottom line is students who take Algebra II are very likely to go on and graduate from college.
But to me, that is a chicken-and-egg example. How many kids would take a challenging class like Algebra II in high school who were not already highly motivated and high achieving students? Are they graduating college at a high rate because of something they learned in Algebra II, or are they taking Algebra II because they already are motivated high achievers who are going to graduate from college no matter what?
What’s your take on this? Should everyone take Algebra II? Would you encourage your son or daughter to go into engineering right now? I’d especially like to hear from any math teachers or professional engineers out there.
(Image credit: Picture Ninja)
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