Written Testimony of William H. Gates

(page 5 of 10)

were in engineering, mathematics, and the physical sciences—a decline of about a third since 1960.

Recent declines are particularly pronounced in computer science. The percentage of college freshmen planning to major in computer science dropped by 70 percent between 2000 and 2005.³ In an economy in which computing has become central to innovation in nearly every sector, this decline poses a serious threat to American competitiveness. Indeed, it would not be an exaggeration to say that every significant technological innovation of the 21st century will require new software to make it happen.

The problem begins in high school. International tests have found our fourth graders among the top students in the world in science and above average in math. By eighth grade, they have moved closer to the middle of the pack. By 12th grade, U.S. students score near the bottom of all industrialized nations. Too many students enter college without the basics needed to major in science and engineering. Part of our effort to transform the American high school for the 21st Century must focus on reversing this trend and improving education in math and sciences.

I believe our schools can do better. High schools are emerging around the country that focus on math and science, and they are successfully engaging students who have long been underrepresented in these fields—schools like the School of Science and Technology in Denver, Aviation High School in Seattle, and University High School in Hartford, Connecticut. These schools have augmented traditional teaching methods with new technologies and a rigorous, project-centered curriculum, and their students know they are expected to go on to college. This combination is working to draw more young people, especially more African American and Hispanic young people, to study math and science.

Schools are also partnering with the private sector to strengthen secondary school math and science education, and I want to mention one recent initiative in particular with which Microsoft has been involved. It is called the Microsoft Math Partnership, and it is a public-private initiative designed to focus new attention on improving middle-school math education. Although the program is currently focused on schools in Washington State, we believe this Partnership provides a sound model for public-private sector efforts across America.

To remain competitive in the global economy, we must build on the success of these schools and initiatives and commit to an ambitious national agenda for high school education. But we also must focus on post-secondary education. College and graduate students are simply not obtaining science, technology, engineering, and mathematics ("STEM") degrees in sufficient numbers to meet demand. The number of undergraduate engineering degrees awarded in the United States fell by about 17 percent between 1985 and 2004.

This decline is particularly alarming when we look at educational trends in other countries. In other countries, a much greater percentage of college degrees are in engineering than in the U.S.⁴ If current trends continue, a significant percentage of all scientists and engineers in the world will be working outside of the U.S. by 2010.⁵

For years, the decline in the percentage of graduate degrees awarded to American students in science, technology, engineering, and math was offset by an increase in the percentage of foreign students obtaining these degrees.⁶ But new security regulations and our obsolete immigration system—which I will address in a moment—are dissuading foreign students from studying in the United States. Consider this: applications to U.S. graduate schools from China and India have declined and fewer students are taking the Graduate Record Exam required for most applicants to U.S. graduate schools.⁷ The message here is clear: We can no longer rely on foreign students to ensure that America has enough scientists and engineers to satisfy the demands of an expanding economy.

Tackling this problem will require determination by government and support by industry. The goal should be to "[d]ouble the number of science, technology, and mathematics graduates by 2015.