In 2013 the STEM Education Innovation Alliance (Alliance) was established to advise the Governor and provide vision and guidance to support science, technology, engineering, and mathematics (STEM) education initiatives, as well as other current or proposed programs and initiatives, from early learning through postsecondary education.
The Alliance was directed to develop a STEM Education Report Card to monitor progress in increasing learning opportunities and aligning strategic plans and activities to prepare students for STEM-related jobs and careers, with the longer-term goal of improving educational, workforce, and economic outcomes in STEM. The report card must include certain information such as recent data of STEM indicators and measures and data regarding current and projected STEM job openings in the state.
The Early Learning Advisory Council (ELAC) advises the Department of Children, Youth and Families (DCYF) on statewide early learning issues. The ELAC and the DCYF must partner with nonprofit organizations to collect and analyze data and measure progress.
Beginning September 15, 2021, and each odd-numbered year thereafter, the DCYF must submit a report to the Governor and the Legislature outlining the availability and quality of services available to early learning providers and children from diverse racial, ethnic, and cultural backgrounds and from low-income neighborhoods and communities.
Beginning September 15, 2022, and each even-numbered year thereafter, the DCYF must submit a report on the availability of supports to providers and their effectiveness at improving quality.
In consultation with the DCYF the Alliance must provide, in the STEM Education Report Card, data regarding early STEM metrics including outcomes data that is already publicly available through the ELAC and ongoing DCYF reports that address availability and quality of early learning services and supports for providers.
(In support) This bill is about gathering data that already exists that will help us better set the stage for our youngest learners. The early STEM metrics that the bill requires the STEM Education Report Card to include already exists. This bill does not require additional data collection. Regional early learning and early STEM data has been pivotal in raising child care needs in communities. Including statewide metrics in the STEM Education Report Card and compiling this data into one dashboard and report will give better insight into how systems are measuring up to the call for racial equity and where the state is falling short. There is statewide demand for the data that this bill requires in the STEM Education Report Card.