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There is one constant in Silicon Valley: Change
Change resulting from innovation; innovation propelled by a dynamic labor force that is itself specialized and evolving rapidly. Silicon Valley is dependent on a labor force that is grounded in math, science, engineering and analytical and communication skills, but one that is adaptable. Competitive pressures continue to intensify, and Silicon Valley faces increased domestic and international competition. Although Silicon Valley remains an important driver of California and the nation's economy, remaining on the leading edge will not be automatic.
| 65% of valley CEOs cited improving K-12 education as
a "top 5" way to improve the region's business climate. |
The pressures to recruit new talent are increasing, and we are not producing enough scientists and engineers. A widely cited statistic from the National Science Foundation tells us that South Korea, with 1/6 the population of the United States, awards nearly the same number of engineering degrees. Moreover, nearly half of all Master's Degrees and Ph.D.s awarded in the US are to foreign nationals, whose incentives to stay, work and build companies in the United States are diminishing, as is our ability to grow our own talent to fill these voids.
At the same time, California's population and workforce are
changing; in particular, the demographics in our classrooms
are changing.
California, with 12% of the nation's overall population, has
more than 40% of the country's English language learner
(ELL) students. Over the past 10 years, Silicon Valley's student
population has grown by more than 10,000 ELL students
alone, even at a time when the net change for all of Silicon
Valley was 7,600 students.
Additionally, more and more Latinos are becoming a part of California's workforce. In fact, over the last 15 years, Latinos have gone from 1/4 of the state's workforce to 1/3 of the workforce, and one third of the population of Latinos is projected to be under the age of 20 by the year 2020 (Source: Calif. Budget Project; Boom, Bust & Beyond in the San Francisco Bay Area, 2005). However, the rate at which Latinos and other population subgroups in Silicon Valley and throughout California are enrolling in college preparatory classes, in colleges and universities, and filling high growth industry jobs is lagging.
In light of our changing economy and demographics, how can all California students meet increasing expectations and be part of a vibrant innovation economy?
Student & Workforce Demographics: How California and Silicon
Valley are Changing
Silicon Valley's student population is changing. In 2004, Latino students surpassed white students in the region as the largest student group. In less than a decade, the California Budget Project estimates that 54% of K-12 enrollment in California will be Latino students, a trend that will no doubt be felt in Silicon Valley.
These changes in student demographics have ramifications at the end of the "pipeline."
For our Latino students, the college pipeline (and thus the workforce pipeline) is narrow. According to the Public Policy Institute of California, Latino students make up 33% of the state's public high school graduates, but 14% of UC enrollees and 23% of CSU enrollees. Moreover, only 16% of Latino students are eligible for CSU and 7% are eligible for UC (half of their white counterparts). (Source: PPIC; Educational Resources and Outcomes by Race & Ethnicity, 2005)
In Silicon Valley, the scope of the path and reliability of this "pipeline" becomes evident upon examination of the class enrollment data for ethnic groups in the region.
In large part, the past decade shows increasing enrollment in college preparatory classes within each of the ethnic groups in Silicon Valley. But, in the context of all of the 9-12th grade students enrolled in those courses, as the courses progress, the share of Latino students enrolling declines dramatically. (Note: SVLG data analysis found this to be true in 1st year chemistry and physics enrollment.)
How California and Silicon Valley
Can Make Progress
Student success in K-12 will come from a strong teacher and principal corps. The teaching profession is in constant change, and the demographics surrounding it are not promising: more teachers retiring than entering, mandates from Sacramento multiplying, and teacher salaries lagging behind the cost of living, to name a few.
The state must support professional development to ensure that schools are implementing a sound, standards-based curriculum and instructional programs, and provide teachers and principals with the tools needed to instruct a diverse population in a changing world. If the state is serious about developing, recruiting and retaining teachers (particularly in math and science) then it should invest with "both feet."
Investing in what matters. Achievement and advancement in math and science are the bedrock of Silicon Valley's innovation economy. Our nation, state and region (particularly within high-need schools) are facing a critical shortage of math and science teachers. The way that the state allocates funding (in an overly complex manner and through a myriad of restrictive categorical programs) does little to allow our public K-12 and higher education systems to adapt to changing times. Moreover, market forces must enter into the equation for recruiting and retaining talent in critical fields.
Hold districts to high standards and give them flexibility to meet those standards. It is common practice to give districts, in the name of local control, additional resources that are quickly followed by restrictions. The state has established a standards and accountability system. Districts should be allowed to retain flexibility in meeting those standards; districts that are successful retain flexibility and districts that are not as successful receive less. The current system does not allow innovation at the district or school level.
Students need to be aware of the pathways ahead of them. This is particularly important for students of immigrant families or from underrepresented populations. The fact that an entire high school might share a guidance counselor or two is unacceptable, although recent efforts by the Legislature and Governor to earmark funding for guidance counselors is a step in the right direction.
Access to college needs to be available and predictable. Students and families should not have to wonder from year to year whether there will be a place for qualified applicants at state colleges and universities and what it might cost.
Skills for entering the workplace and for entering college are converging. A high school diploma needs to convey that the graduate has mastered a specific set of skills; that, in large part, the student is prepared to enter college, university or the workforce; and that it is not the end of the individual's learning. California needs to maintain high standards and expectations, and students will rise to the occasion.
Make decisions based on accurate student and teacher data. As California rightfully raises academic standards, it needs a data system that will support accountability, particularly when it comes to high school graduation and proficiency. We cannot expect to know where students are going or have gone if we do not accurately track their progress.
Encourage private-public partnerships. There is more that business and industry can do, particularly by way of internships and fellowships for students and teachers. The Leadership Group regularly hears from our education partners about the importance of providing relevant and engaging opportunities that expose our educators and students to changes in technology, the workplace and career path options. This is particularly important for socio-economically disadvantaged populations.
Support for K-12 and higher education infrastructure needs to be sustainable, equitable, and should be commensurate with the cost to educate students. We need to ensure reliable funding streams that do not unduly place the burden on one constituency. Voters in recent state and local elections have been cautious about substantial program changes (e.g., universal preschool) that tax one group or activity for a larger benefit.
If steps are not taken to develop and harness the brainpower that moves our innovation economy, our region could face a "fuel shortage" that would have ripple effects throughout the economy and from which it would be difficult to recover.
Change, it has been said, is a constant. It goes hand-in-hand with Silicon Valley, with advancement, with California. California and Silicon Valley have a lot of ground to cover, and the world, as it continues to "flatten," will not wait.
