Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

FIGURE TS-1A Number of first-year graduate students and number of S&E degrees conferred, by degree type, 1992-2001.

SOURCE: Data on first-year graduates are from National Science Foundation. Survey of Graduate Student and Postdoctorates in Science and Engineering. NSF 03-320. Arlington, VA: National Science Foundation, 2003. Degree data from National Science Foundation. Science and Engineering Degrees: 1966-2001. NSF 04-311. Arlington, VA: National Science Foundation, 2003.

FIGURE TS-1B Number of S&E master’s degrees awarded, by field, 1985-2001.

SOURCE: National Science Foundation. Science and Engineering Degrees: 1966-2001. NSF 04-311. Arlington, VA: National Science Foundation, 2003.

well in engineering: undergraduate student decisions to major in particular fields vary depending on business cycles.

Research indicates that large schools, which often foster a competitive “weeding out” environment, have a much higher attrition rate than smaller schools. This environment can be compounded by the culture of specific

Table of Contents

Front Matter R1-R26

Executive Summary 1-22

1 A Disturbing Mosaic 23-40

2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? 41-67

3 How Is America Doing Now in Science and Technology? 68-106

4 Method 107-111

5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? 112-135

6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? 136-161

7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? 162-181

8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? 182-203

9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? 204-224

Appendix A Committee and Professional Staff Biographic Information 225-240

Appendix B Statement of Task and Congressional Correspondence 241-248

Appendix C Focus-Group Sessions 249-300

Appendix D Issue Briefs 301-302

K–12 Science, Mathematics, and Technology Education 303-324

Attracting the Most Able US Students to Science and Engineering 325-341

Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics 342-356

Implications of Changes in the Financing of Public Higher Education 357-376

International Students and Researchers in the United States 377-396

Achieving Balance and Adequacy in Federal Science and Technology Funding 397-414

The Productivity of Scientific and Technological Research 415-422

Investing in High-Risk and Breakthrough Research 423-431

Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology 432-443

Understanding Trends in Science and Technology Critical to US Prosperity 444-454

Ensuring That the United States Has the Best Environment for Innovation 455-472

Scientific Communication and Security 473-482

Science and Technology Issues in National and Homeland Security 483-500

Appendix E Estimated Recommendation Cost Tables 501-512

Appendix F K–12 Education Recommendations Supplementary Information 513-516

Appendix G Bibliography 517-536

Index 537-564