Inequality in K-12 Schools Impact Engineering Graduation Rates

In the report “Engineering Emergency:  African Americans and Hispanics Lack Pathways to Engineering,”  Change the Equation calls for more support for minorities in completion of engineering degrees.  They report, “Without students of color, our nation cannot supply all the engineering talent it needs to remain at the forefront of innovation. U.S. employers report that engineering positions are among the hardest to fill.”

 The authors note that degree completion in engineering by African Americans and Hispanics is much lower that the percent of the population they represent.  This is a result of inequality in the K-12 school systems and fewer resources in math and science in some high-minority  K-12 schools.  As the report shows, a higher percent of African Americans and Hispanics attend schools with schools that did not offer calculus or physics-- courses that are considered preparatory for freshman engineering courses.  

 Change the Equation is correct to call this an engineering emergency and recommends high academic standards, and more math and science education in the K-12 schools. 

 I agree and am also supportive of more K-12 outreach and sponsorship of engineering co-ops and internships by industry.  I will chair a panel discussion on how industry can implement and sustain K-12 outreach programs at the American Society for Engineering Education National Conference in June in Indianapolis.  The session is sponsored by the College-Industry Partnership Division and will be held on Monday, June 16th.

 Some great news- The next issue of the Journal of Higher Education will include a research article to which I contributed.  It furthers this discussion on access of minority students to engineering colleges,  and completion of engineering degrees.  More in the next month.


Cindy Veenstra