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Science, Engineering, and Mathematics Education: Status and Issues

dc.contributor.authorMatthews, Christine M.
dc.date.accessioned2020-11-17T19:48:56Z
dc.date.available2020-11-17T19:48:56Z
dc.date.issued2007-04-23
dc.description.abstract[Excerpt] An important aspect of U.S. efforts to maintain and improve economic competitiveness is the existence of a capable scientific and technological workforce. A major concern of the 110th Congress may be regarding the future ability of the U.S. science and engineering base to generate the technological advances needed to maintain economic growth. Discussions have centered on the quality of science and mathematics education and training and on the scientific knowledge of those students entering other disciplines. Even students pursuing nonscientific and nonmathematical specialities are likely to require basic knowledge of scientific and technological applications for effective participation in the workforce. Charges are being made that many students complete high school scientifically and technologically illiterate.
dc.description.legacydownloads98_871_Science__Engineering.pdf: 592 downloads, before Oct. 1, 2020.
dc.identifier.other306319
dc.identifier.urihttps://hdl.handle.net/1813/76221
dc.language.isoen_US
dc.rightsNo Copyright - United States
dc.rights.urihttps://rightsstatements.org/vocab/NoC-US/1.0/
dc.subjectU.S.
dc.subjecteconomic
dc.subjectcompetitiveness
dc.subjectworkforce
dc.subjectscience
dc.subjectengineering
dc.subjectgrowth
dc.subjectmathematics
dc.subjecteducation
dc.subjectknowledge
dc.subjectstudents
dc.subjectilliterate
dc.titleScience, Engineering, and Mathematics Education: Status and Issues
dc.typearticle
local.authorAffiliationMatthews, Christine M.: Congressional Research Service

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