New England 2020: A Forecast of Educational Attainment and its Implications for the Workforce of New England states.

This report examines the role for race and ethnicity in supporting New England's population grouth. The educational attainment throughout New England is assessed as the basis of a forecast of future levels of educational success, and the workforce capability. Finally, public policy opportunites are suggested that can improve economic outcomes during the expected decrease in population growth.education, graduation, minority, demographics, migration, workforce, degrees,

Policy Report

The University of Massachusetts (UMass) STEM Education Institute and the UMass School of Education hosted a National Science Foundation funded conference entitled “Science, Technology, Engineering and Math—Alternative Certification for Teachers” (STEM-ACT) in Arlington, Virginia on May 5-7, 2006. This white paper summarizes issues presented at the conference that are of importance to policy makers on alternative certification (AC). It focuses on issues concerning science teachers, analyzing the nature and scope of the policy endeavor as a solution to current and projected teacher shortages, and discussing the implications of AC policies on teacher supply and demand and on teacher turnover. Two similar papers have been prepared for academic researchers and AC program provider

Moving Beyond Cultural Barriers: Successful Strategies of Female Technology Education Teachers

Women are underrepresented in Science, Technology, Engineering, and Math fields of study and careers with a subset of STEM--Technology Education--possibly one of the least integrated fields for women as students and as professionals (Akmal, Oaks, & Barker, 2004; Braundy, 2004; Braundy, Petrina, Dalley & Paxton, 2000; Zuga, 1996; Zuga, 1999). What accounts for this situation and what are potential remedies? The purpose of this study was to learn about the ways in which female technology education teachers understand sources of influence on their career choices. The findings from this study are intended to provide insights into the participants; perspectives that might shed light on how to better encourage females to aspire to and enter technology education as a profession. The conclusions derived from this study may help to create a deeper understanding of how women move beyond cultural barriers and make unexpected transitions to become female technology education teachers. This qualitative study is based on interviews with ten female technology education teachers