PORTLAND, Ore. - At its current pace, racial equity in the field of engineering will take generations to achieve, according to a new report.

A Georgetown University report found Black and Latinx engineers represent just 14% of people in those sought-after occupations. At the rate it's going, it will take 76 years to diversify this field in line with national representation.

J'Reyesha Brannon, a senior engineering associate with the City of Portland Bureau of Environmental Services, is the only Black woman working as an engineer for the city.

"It's not fun not being able to see yourself in the field. It makes you feel like you don't always belong, sometimes," she said. "So I'd like to see more, and I work really hard to recruit to get more Black and Brown engineers in this workforce."

Engineering careers also are dominated by men. In 2019, 16% of engineers were women - and that's only up one percentage point from a decade earlier.

The engineering field offers high-paying careers, with 25% of people holding bachelor's degrees in engineering earning more than bachelor's-degree recipients overall. However, Brannon said retention in the field also is an issue, so it's important to focus on making workplaces more inviting.

"I've noticed a lot of engineers being disappointed in that they are not feeling content with the career because we have very multi-faceted personalities," she said. "A lot of the engineers I know who are leaving the field have creative pathways. We need to do a better job of really showing what these careers entail."

Brannon, who also is vice president of the Portland chapter of the National Society of Black Engineers, said the organization focuses on increasing the pipeline of Black youths who want to enter this career.

"There's a representation issue right now, where there's not enough young children seeing that engineering is even an option," she said. "So, there needs to be more of that, with us engineers who are in the field going out to the community and showing youth that this is an opportunity."

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Support for this reporting was provided by Lumina Foundation.

Students are still struggling with learning loss from the COVID-19 pandemic.

A study from the research group NWEA showed 2022 test scores are not rebounding to the same level as they were pre-pandemic.

In New York, math scores declined sharply throughout the state, according to the Empire Center for Public Policy.

Researchers said the issue goes beyond test scores. The study also found existing education inequities were amplified by the pandemic.

Elisa Villanueva Beard, CEO of Teach for America, said the learning loss is also the result of numerous issues coming to a head. She described it as trains on a collision course.

"On one train, we have children who are not well, both from a learning perspective and also from an overall wellness perspective," Villanueva Beard observed. "On another train, we have a teacher crisis happening where teachers are being asked to do more with less."

Villanueva Beard argued another issue is having an outmoded system which could not meet the moment. Some solutions she thinks will get kids back on track are hiring and retaining good teachers, and providing students with equitable learning opportunities, but noted a lack of innovation within the current education system could be a challenge.

Students have been facing problems with mental illness, due in part to the pandemic. According to data from the Centers for Disease Control and Prevention, 44% of students felt persistently sad or hopeless during the first two years of the pandemic.

Villanueva Beard is concerned it will affect children in the long term.

"We are living in a society where uncertainty is the only guarantee," Villanueva Beard asserted. "Our children actually need to be able to be creative, have very clear skills around reading and math computational thinking."

She added a community approach must be taken to ensure kids fully recover from the pandemic, in terms of social emotional health and educational skills.

Like other states, South Dakota has a program allowing high school students to take courses offered at universities and technical colleges. Now, there is a legislative plan to help ensure younger students get a chance to participate and get a head start on a career path.

Under South Dakota's dual-credit program, juniors and seniors can apply for state aid to defer the costs of courses like auto-body welding or accounting.

Rep. Kameron Nelson, D-Sioux Falls, has introduced a bill to expand aid to tenth graders. He said expenses for courses can be a barrier, and thinks students also deserve a chance to start collecting credits if they have a career in mind.

"A sophomore might be able to start this dual-credit program, collect credits by the time that they graduate from high school, receive and earn their associate's degree," Nelson explained.

He noted it could especially help in health care-related fields. It is projected South Dakota will need at least 14% more registered nurses to meet demand in the years ahead. Nelson's bill is seeing bipartisan support, in terms of sponsors, but no hearings have been scheduled.

Nelson acknowledged at the start, enrollment for sophomores would likely be lower than for other grade levels, but he noted the additional costs are forecast at around $900,000 if there's strong demand. He is convinced it would be a worthwhile investment for the state.

"Anytime we can invest in our young people to become more educated, I will always back that," Nelson emphasized.

South Dakota has a budget surplus of more than $400 million, but some leaders, including Gov. Kristi Noem, have a range of other ideas to put the money to use, including tax cuts.

Advocates for higher education in the Commonwealth will gather today to collaborate on how to use revenue generated by the Fair Share Amendment which has officially been signed into law.

Voters approved the creation of a surtax on million-dollar incomes to help pay for public education, but lawmakers must still guarantee how the money will be used.

Femi Stoltz, Massachusetts policy director for the nonprofit uAspire, said she hopes the funding will help lower costs for tuition and fees at state colleges, which have increased nearly 60% in the past two decades.

"This new funding revenue hopefully gives us the chance to be innovative, think outside the box and hopefully think of better ways to serve students," Stoltz stated.

Stoltz pointed out the cost of public college has risen faster here than in any other state, while the average student borrower in Massachusetts is burdened with nearly $32,000 in federal student loans.

The UMass system currently holds some $3 billion in debt itself, and at Mass State Colleges, it is more than $1 billion. It is estimated students pay more than $2,500 in annual fees just to help cover their school's debt.

Stoltz noted the MassGrant system, the state's largest need-based grant for students, is also grossly underfunded, leaving disadvantaged students with few pathways to earn a debt-free degree.

"That grant a couple decades ago used to cover about 80% of a student's tuition and fees at a public school, and now it covers about 8% of tuition and fees for a student in the UMass system," Stoltz explained.

Stoltz and other higher education advocates said Fair Share revenue could also go toward repairs of campus infrastructure, fair and equitable pay for all faculty and staff, and more hiring of desperately needed student counselors.

In one of the country's wealthiest states, Stoltz argued, there should be ample resources to ensure all students get the education they deserve.

Support for this reporting was provided by Lumina Foundation.