San Antonio’s Future Depends on STEAM Education

Print Share on LinkedIn Comments More
Students work on an art project during camp.

Scott Ball / Rivard Report

Students work on an art project.

On any given morning, more than half a million children in the San Antonio area wake up and get ready for school. To put that into perspective, that’s enough kids to fill a line of school buses 59 miles long.

We expect that when these children graduate they’ll have the knowledge and skills needed to get a job and lead productive lives. What they learn and how they learn it is more important than it’s ever been because the world is changing faster than it ever has in history.

Think about this: State demographers tell us that in 12 years, when today’s first graders graduate from college, there could be an additional 1 million people in San Antonio. Our city will change in ways beyond that which we have dreamed.

Let’s look at what has happened in the last 12 years: In 2006, the iPhone had not yet been released, and we’re now into its eighth iteration. And as smartphone technology has evolved, so have robotics in manufacturing, sensors in cars that will soon lead to driverless automobiles, and astounding advances in medicine and communications.

This has created a pressing problem – we must develop a workforce that will be able to meet that change. We must find a way to help the 500,000 local students be ready for our city’s future.

One answer has been STEM education – short for science, technology, engineering, and math. It’s the educational approach that emphasizes the subjects that will help us solve the challenges ahead. We know that only 5.6 percent of U.S. college graduates have STEM degrees, which, compared to 28.1 percent in Germany and 46.7 percent in China, clearly shows that we’re losing the race to our global counterparts. The answer to that problem, however, doesn’t call for more STEM education. It calls for making STEM more accessible and complete, because tomorrow’s workforce needs to be nimble, entrepreneurial, critical thinking, and creative in their problem-solving.

That’s where the arts come in.

It’s been proven that the arts lead to higher graduation rates, which lead to STEM careers. So, many communities have added “art” to the STEM approach, converting the STEM idea to STEAM.

Consider the numbers: According to the University of Florida, when those 500,000 kids enter their classrooms, adding arts to their curriculum will make them four times more likely to be recognized for academic achievement.

What’s more, according to the University of Maryland, arts students are 29 percent more likely to apply to a postsecondary institution and 21 percent more likely to have continued their education two years after high school. Arts students also apply to slightly more colleges, on average, than non-arts students, and they pursue STEM majors at rates similar to their non-arts peers. There’s no measurable career opportunity cost.

It’s no wonder that 93 percent of Americans believe the arts are vital to providing a well-rounded education.

What does makes me wonder, though, is why our State Legislature has been so slow to respond to the obvious? This past year, lawmakers in Austin cut state funding for the arts by 28 percent. That’s not the direction we want to follow, especially for the underserved students in our city, many of whom are Latino and black. These children live and study in the poorest schools and have an inherent disadvantage. They are the ones who need arts funding the most.

Arts funding is our clarion call.

In the next 12 years, do we want to be a city stumbling to catch up with a trend that has long begun, or a city on the cusp of meeting its full potential?

The closing bell for our schoolchildren is approaching, and it’s our responsibility to make sure that they’ll be armed with the skills needed to thrive in a world we can only imagine.

The key is arts funding and a move from a STEM approach to learning to a more well-rounded STEAM approach.

The call to action is a call to your state and federal legislators to insist that the arts be funded and incorporated in our children’s education. Our city’s future depends on it.

 

5 thoughts on “San Antonio’s Future Depends on STEAM Education

  1. As a scientist, the vast majority of scientists I know are also artists of some sort. Scientific achievement demands creative thinking.

    One of the reasons we were thrilled about our neighborhood SAISD school is that its charter included arts and environmental sciences, in addition to dual language. When my then kindergarten child came home the day of art class and explained the “science of color,” I knew we were in the right place. We’re fortunate that our teachers have worked hard to integrate these programs in all grade levels. For much of the past 10 years, these programs have existed due to intensive fundraising and support from parents and the neighboring community (the KWA donates $20K and more each year for the arts and others programs at the school). Thanks to great insight from our principal 10 years ago, we’ve had an amazing theater program. The district finally hired a FT art teacher 2.5 years ago and qualified music and band teacher. The KWA funds continue to support our folklorico dance program. We persevered through a very poor dual language teacher one year knowing that in middle school, the environmental science opportunities were in full force, so it was worth it.

    So imagine my shock and dismay when, at our first charter review meeting, the district administrator announced that there was no need to include arts and environmental sciences in our charter.

    We believe strongly in the importance of learning multiple languages. In addition to the Spanish learned at school, our kids’ 1st languages at home are French and English. However, the integration of arts and environmental sciences, in addition to traditional science topics, is essential. My hope is not only that we can preserve these pillars in our charter, but that all SAISD schools enhance their arts and sciences programs with an integrated approach.

  2. Thank you, Dr. López! I am glad to hear of the research that supports what Arts Educators have suspected all along.

  3. Even though I completely agree that the arts are valuable I would like to know what these universities consider to be an art student and a STEM student. When I was in a college, my university made a clear distinction between the two. Even if an engineering major took a music performance class, they were not considered an art student.

  4. Dr. López couldn’t be more right. The arts play an essential role in high quality education and long-term academic success. And, the earlier we start, the better. STEAM education in prekindergarten helps children develop not only a strong academic foundation, but also the executive function skills to help them persist from K-12 to college to career.

Leave a Reply

Your email address will not be published. Required fields are marked *