√ The RCSE currently manages a diverse portfolio of 55 projects, that cover the entire educational system, from K to 16+.
√ External funding sources have increased from one (the National Science Foundation) in 1980, to 22 in the year 2000-01, including federal, state, and private entities.
√ The RCSE has experienced a seven-fold increase in funds since 1989, from $4M to $28M in the year 2000-01.
√ The RCSE research component, EPSCoR, has increased five-fold its NSF funds for research, while other EPSCoR states have increased only by a factor of 1.8.
√ Increase in the number of research publications from 154 in 1985 to 313 in 1999.
√ Creation of research centers and instrumentation facilities to serve as centralized resources, points of expertise, and technology transfer units.
√ As a result of EPSCoR and other human resource development initiatives, the number of doctoral degrees in science, mathematics, and engineering granted to Puerto Ricans has doubled in five years and continues to increase.
√ The K-12 science and mathematics reform, initiated in 7 schools, now covers 750 schools, spanning from elementary to high school, representing almost half of the schools in the public K-12 educational system.
√ Students with 6 years in PR-SSI schools outperformed private school students by 58 points in the College Board Math Reasoning Test. Students with 3 years in PR-SSI schools outperformed students in non-PR-SSI public schools by 32 points in the College Board Math Reasoning Test. The longer the exposure of students to the transformed teaching/learning environment of PR-SSI reformed schools, the higher the cumulative improvement in student performance. Closing the gap between public and private school student achievement not only means academic improvement, but also improved access for students from low socioeconomic backgrounds to leading higher education institutions.
√ Sixty one percent of the students enrolled for 6 years in PR-SSI reformed schools chose college programs leading to careers in science, mathematics, engineering or technology programs vs. only 40% of all high school graduates from traditional public schools admitted to the UPR. The PR-SSI systemic reform is delivering more college students who are better prepared and more motivated to pursue SMET careers.
√ The success of the K-12 science and math reform has been recognized at the national level, and was pilot-tested in 12 New York City schools.
√ Institutions have increased their annual baccalaureate degree production in science, technology, engineering, and mathematics (STEM) from 1,709 in 1991 to 3,094 in the year 2002, a 81% increment. During this time period (1991-2002) a total of 29,513 baccalaureate degrees were awarded in STEM disciplines.
√ Institutions have almost doubled their enrollment, from 12,572 in 1991 to 26,524 in the year 2002.
√ The average graduation rate at UPR institutions increased from 48% to 62% in science fields, while the average graduation rate for Engineering at UPR increased from 53% to 76%.
√ Seventeen percent (17%) of the Hispanics that obtained a Ph.D. degree in science nationwide from 1994 to 1999 received their baccalaureate degree from a higher education institution in Puerto Rico. In the case of Engineering, the percent is 12.