Returning to having disproportionately low representation Black and Latino students in science, technology, engineering and mathematics. courses and careers is one of the most difficult challenges in education. The problem begins before college, as many students develop a fear of STEM early in their educational journey.
Interestingly, the Compton Unified School District has identified a solution. Under Darin Brawley, who became superintendent in 2012, the share of Compton students choosing STEM careers has increased from 24% over the past decade to 51%, according to district data.
This achievement is especially remarkable when you consider the difficulties of society. Not long ago, Compton suffered from excessive gang violence, the legacy of which still unfairly tarnishes the city’s image. The school district had its problems, too: it was 1993. were assumed by the state For financial and academic reasons, an intervention that is more It is common in areas with a large non-white population. Compton reported 15% of students are black and 83% are Latino.
Several factors explain the district’s success in motivating students to take STEM courses.
First, the district begins exposing students to STEM activities while they are in preschool. Students in preschool programs begin learning basic coding concepts even while playing with blocks. In kindergarten, they begin building robots with Legos, and in first grade, some compete in League One robotics competitions.
Additionally, STEM topics are integrated throughout the school curriculum, including social studies and English, so that students see that their STEM knowledge can be applied in a variety of fields.
“I make it as creative and relevant as possible for my students,” Trina Brown, a veteran math teacher at Whaley Middle School, told us. “If I talk about them, how they learn and who they are, then they get more engaged.”
These approaches apply to all students in the district, not just a select few who have had to overcome academic obstacles.
The district’s strategy also includes partnerships with businesses, including Verizon, Boeing and apple – and with nonprofits like Heart of America – to show students that the concepts they learn in the classroom can be applied to the real world and to future careers. Unlike some corporate partners, Compton is a driver and was clear about the kind of support the district would provide.
“We see it as our role to ensure that students of color coming from Compton have all the skills they need to participate in the global economy,” Superintendent Brawley told us.
When we visited Compton in the spring, we saw real excitement in classrooms and other learning spaces. In one Whaley High School classroom, to foster interest in aviation careers, students sat in front of the cockpit at a bank of flight simulators piloting virtual planes. Elsewhere in the bustling classroom, students flew drones through various obstacles, part of an effort to get them involved in the growing drone industry.
Students work with 3D printers in Verizon’s innovative learning lab. At Compton College High School, seniors take college courses at Compton Community College and work with robots to compete.
The district also offers esports in its schools, including at the elementary level. This activity successfully engaged students and “has strong educational value,” Brawley said, noting that when students play as a team, “they have to communicate and cooperate with each other and also be creative in order to beat their team.”
The enthusiasm of the students we met is clear evidence of success. We spoke with one senior who plans to attend Savannah College of Art and Design and major in game design. Another was headed to UC Santa Cruz, where she plans to major in marine biology and environmental science. A third has been accepted to Cal State Long Beach, where she will study aerospace engineering. Like many of her peers in the Compton School District, they will be first-generation college students. Their example paves the way for many others.
With additional funding and corporate partnerships, more Black and Latino districts can follow Compton’s lead and integrate STEM early and across disciplines, creating promising career opportunities.
Helping all types of students succeed in STEM is a critical issue across the country. Compton shows how any student can access some of the most challenging and rewarding careers in the world of work.
Pedro Noguera is dean of the USC Rossier School of Education. Louis Friedberg is the interim director of EdSource. They are the host and executive producer, respectively. Sparkling Equity podcast where they produced two episodes Compton.
