Kim: Thank you for asking this question. Education is a broad subject, and I believe that math/science (e.g. STEM) subjects can be driven by federal standards while arts/language/humanities subjects can be driven by local factors (e.g. ethnic makeup, median income level, etc) of the communities.
**Hence, my actions in Congress would set federal STEM standards for graduating high schoolers while leaving other topics to local school boards: if at least 50% of 11th graders in a school district did not demonstrate math proficiency, then the National Science Foundation would have the jurisdiction to intervene by implementing teacher education, parental education/engagement, and student education/engagement programs depending on the local milieu.
This stance is justifiable for several reasons:
1) STEM transcends cultures: many young immigrants to the US and other countries have reported that they embraced their math classes more than their English language classes because y=mx+b on the chalkboard resonated with them well before "subject, object, verb" ever did.
2) Because of a lack of qualified domestic STEM employees, US employers often rely on H1B visas to bring in STEM-inclined workers from India and China when there are PLENTY of American students who should be trained to take their place.
3) Because local school boards have different numbers of foreign-born students, these boards should have leeway to determine the language and humanities curriculum in order to give STEM-trained students a more well-rounded education.
MOST IMPORTANTLY: When Obama passed the "Every Student Succeeds Act" in 2015 to replace Bush's "No Child Left Behind Act" from 2002 and give local school boards the leeway to meet student achievement scores, the proportion of Glendale Unified 11th graders who could do basic math went from 48% in 2015 to 44% in 2019 to 42% in 2022.
For LAUSD, that number for 11th graders went from 20% in 2015 to 25% in 2019 to 19% in 2022.
Therefore, in this increasingly tech-heavy world with the emergence of environmental science stewardship and artificial intelligence, we must prioritize math and science exponentially more.
Please let me know if this response answered your question or whether you'd like me to give further details.
Is there anything specifically you can address in your district/state's school's as a congressman?
Kim: Thank you for asking this question. Education is a broad subject, and I believe that math/science (e.g. STEM) subjects can be driven by federal standards while arts/language/humanities subjects can be driven by local factors (e.g. ethnic makeup, median income level, etc) of the communities.
**Hence, my actions in Congress would set federal STEM standards for graduating high schoolers while leaving other topics to local school boards: if at least 50% of 11th graders in a school district did not demonstrate math proficiency, then the National Science Foundation would have the jurisdiction to intervene by implementing teacher education, parental education/engagement, and student education/engagement programs depending on the local milieu.
This stance is justifiable for several reasons:
1) STEM transcends cultures: many young immigrants to the US and other countries have reported that they embraced their math classes more than their English language classes because y=mx+b on the chalkboard resonated with them well before "subject, object, verb" ever did.
2) Because of a lack of qualified domestic STEM employees, US employers often rely on H1B visas to bring in STEM-inclined workers from India and China when there are PLENTY of American students who should be trained to take their place.
3) Because local school boards have different numbers of foreign-born students, these boards should have leeway to determine the language and humanities curriculum in order to give STEM-trained students a more well-rounded education.
MOST IMPORTANTLY: When Obama passed the "Every Student Succeeds Act" in 2015 to replace Bush's "No Child Left Behind Act" from 2002 and give local school boards the leeway to meet student achievement scores, the proportion of Glendale Unified 11th graders who could do basic math went from 48% in 2015 to 44% in 2019 to 42% in 2022.
For LAUSD, that number for 11th graders went from 20% in 2015 to 25% in 2019 to 19% in 2022.
Therefore, in this increasingly tech-heavy world with the emergence of environmental science stewardship and artificial intelligence, we must prioritize math and science exponentially more.
Please let me know if this response answered your question or whether you'd like me to give further details.