Lifestyle

No ‘Green Shoots’ of Academic Recovery as 2022-23 Mathematics, Reading Scores of 13-Year-Olds Decline

Published

2 years ago

June 29, 2023

WASHINGTON /PRNewswire/ — The nation’s 13-year-olds showed the largest declines ever recorded on the National Assessment of Educational Progress (NAEP) long-term trend assessment (LTT) in mathematics, according to results released today by the National Center for Education Statistics (NCES). The average mathematics score for 13-year-olds declined 9 points between the 2019‒20 and 2022‒23 school years, and the average reading score declined 4 points over the same time period.

“The ‘green shoots’ of academic recovery that we had hoped to see have not materialized, as we continue to see worrisome signs about student achievement and well-being more than two years after most students returned for in-person learning,” said NCES Commissioner Peggy G. Carr. “There are signs of risk for a generation of learners in the data we are releasing today and have released over the past year. We are observing steep drops in achievement, troubling shifts in reading habits and other factors that affect achievement, and rising mental health challenges alongside alarming changes in school climate. The mathematics decline for 13-year-olds was the single largest decline we have observed in the past half a century. The mathematics score for the lowest-performing students has returned to levels last seen in the 1970s, and the reading score for our lowest-performing students was actually lower than it was the very first year these data were collected, in 1971.”

The data released today were collected between October and December 2022, during the 2022‒23 academic year. In mathematics, scores declined between 2019‒20 and 2022‒23 for most student groups. Scores declined for Black students, Hispanic students, American Indian/Alaska Native students, students of two or more races, and White students. Declines ranged from 6 points (for White students) to 20 points (for American Indian/Alaska Native students). Mathematics scores for Asian students were not measurably different comparing 2019‒20 and 2022‒23. Scores declined for girls as well as boys, across all regions of the country, and across all school locations. Mathematics scores for students attending Catholic schools were not measurably different comparing 2019‒20 and 2022‒23.

In reading, scores declined since 2019–20 for Black students, White students, and students of two or more races. Scores for Hispanic students, American Indian/Alaska Native students, and Asian students were not measurably different. Reading scores declined for 13-year-olds attending city, suburban, and rural schools, but were not measurably different for schools located in towns. Reading scores for students attending Catholic schools were not measurably different comparing 2019‒20 and 2022‒23.

“Prior to 2012, we had seen noticeable improvements in mathematics achievement and some improvement in reading achievement since the 1970s,” said NCES acting Associate Commissioner Dan McGrath. “Scores for 13-year-olds declined for the first time in both subjects between 2012 and 2020, beginning a downward trajectory that has lasted for more than a decade, and has not been reversed. Middle school is a critical time for students—a time when they are maturing academically as well as socially and emotionally. What happens for students in middle school can strongly influence their path through high school and beyond.”

Fewer Students ‘Reading for Fun’

“Reading for fun is strongly associated with higher achievement,” explained Commissioner Carr. “Yet fewer students, especially lower-performing students, are reading for fun compared to a decade ago. Aside from its academic effects, reading opens the mind and the heart to new ways of seeing and thinking about the world. Many of our young people will never discover latent passions or areas of interest without reading broadly on their own time.”

The percentage of 13-year-olds who said they “never or hardly ever” read for fun has risen over the past decade; about one-third (31 percent) of 13-year-olds said they “never or hardly ever” read for fun in 2023, while 22 percent said they “never or hardly ever” read for fun in 2012.

Higher-performing students were more likely to read for fun; 51 percent of 13-year-olds scoring at or above the 75^th percentile on the NAEP reading assessment reported reading for fun at least once per week, while 28 percent of students scoring below the 25^th percentile reported reading for fun at least once per week.

Fewer Students Taking Algebra

There have been significant shifts in mathematics coursetaking since 2012. While about one-third of 13-year-olds (34 percent) in 2012 said they were currently taking algebra, that figure has declined to 24 percent in 2023. The percentage of 13-year-olds enrolled in pre-algebra has also declined since 2012; 29 percent of 13-year-olds in 2012 said they were currently taking pre-algebra, and that has declined to 22 percent in 2023. By contrast, the percentage of 13-year-olds taking regular mathematics has risen. In 2012, 28 percent of 13-year-olds said they were currently taking regular mathematics, and that has risen to 42 percent in 2023.

The data suggests this drop in algebra coursetaking is driven by the West region. In 2012, 51 percent of 13-year-olds in the West were currently enrolled in algebra; that has declined to 19 percent in 2023. There were no other measurable differences across the other regions.

Results by Subject

Mathematics

The average mathematics score (271) for 13-year-old students was 9 points lower in 2023 than in 2020 and 14 points lower than in 2012 but was 5 points higher than in 1973.
Mathematics scores declined between 2020 and 2023 across the performance distribution, with declines for students at the 10^th, 25^th, 50^th, 75^th, and 90^th percentiles. There were greater declines for lower-performing students (students at the 10^th and 25^th percentiles) than their higher-performing peers at the 75^th and 90^th percentiles.
- The score declined 14 points for students at the 10^th percentile, from 228 in 2020 to 213 in 2023.
- The score declined 12 points for students at the 25^th percentile, from 255 in 2020 to 244 in 2023.
- The score declined 8 points for students at the 50^th percentile, from 282 in 2020 to 274 in 2023.
- The score declined 6 points for students at the 75^th percentile, from 307 in 2020 to 301 in 2023.
- The score declined 6 points for students at the 90^th percentile, from 329 in 2020 to 322 in 2023.
- The mathematics score for students at the 10^th percentile in 2023 (213) was not significantly different compared to the score for students at the 10^th percentile in 1978 (213).
Mathematics scores declined between 2019‒20 and 2022‒23 for most student groups. Scores declined by 13 points for Black students (from 256 to 243), declined by 10 points for Hispanic students (from 267 to 257), declined by 20 points for American Indian/Alaska Native students (from 275 to 255), declined by 8 points for students of two or more (from 285 to 277), and declined by 6 points for White students (from 291 to 285).
The mathematics scores also declined for both male and female students, for students attending schools in all school locations, and for students from all regions of the country.
Enrollment in algebra has declined since 2012 among 13-year-olds overall.

Reading

The average reading score (256) for 13-year-old students was 4 points lower in 2023 than in 2020 and seven points lower than in 2020 and was not significantly different from the average score in 1971 (255).
Reading scores declined between 2020 and 2023 across the performance distribution, with declines for students at the 10^th, 25^th, 50^th, 75^th, and 90^th percentiles.
- The score declined 7 points for students at the 10^th percentile, from 209 in 2020 to 202 in 2023.
- The score declined 6 points for students at the 25^th percentile, from 236 in 2020 to 231 in 2023.
- The score declined 4 points for students at the 50^th percentile, from 262 in 2020 to 258 in 2023.
- The score declined 4 points for students at the 75^th percentile, from 287 in 2020 to 283 in 2023.
- The score declined 3 points for students at the 90^th percentile, from 308 in 2020 to 305 in 2023.
- The reading score for students at the 10^th percentile in 2023 (202) was lower than the reading score for students at the 10^th percentile in 1971 (208). The score for students at the 25^th percentile in 2023 (231) was not significantly different from the score for students at the 25^th percentile in 1971 (232). The score for students at the 50^th percentile in 2023 (258) was not significantly different from the score for students at the 50^th percentile in 1971 (257).
Scores for Black students declined 7 points (from 244 in 2020 to 237 in 2023); declined by 8 points for students of two or more races (from 265 to 257); and declined by 4 points for White students (from 269 to 264). Scores for Hispanic students, American Indian/Alaska Native students, and Asian students were not measurably different.
Students who reported reading for fun more often tended to score higher, but a rising percentage of 13-year-olds say that they “never or hardly ever” read for fun.

How Results Are Reported

Student performance on the LTT assessments is reported in several ways: scale scores, percentile scores, performance levels, student group scores, and score gaps.

Scale scores represent the average performance of students on a scale of 0 to 500. Scores are reported at the national level and for groups of students based on race/ethnicity, gender, and other demographic characteristics.

About the Assessment

Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored student performance in reading and mathematics through the long-term trend (LTT) assessments. The LTT assessments are age-based, rather than grade-based, and assess 9-year-old, 13-year-old, and 17-year-old students.

The LTT assessments measure basic reading and mathematics skills to gauge how the performance of U.S. students has changed over time. At age 13, reading was first assessed in 1971 and mathematics was first assessed in 1973. The LTT reading assessment asks students to read short texts and answer mostly multiple-choice questions, though there are a few questions requiring written responses. For mathematics, students answer mostly multiple-choice questions related to basic math facts, computations, formulas, and real-life applications. Survey questionnaires, which are administered to students, teachers, and school administrators who participate in an LTT assessment, are used to collect and report contextual information about students’ learning experience in and out of the classroom.

The 2023 long-term trend assessment for 13-year-olds was administered between October and December of 2022, during the 2022–23 academic year. The assessment schedule was amended so that NCES could collect, analyze, and report data on 13-year-old students during the 2022–23 school year to report a snapshot of how student achievement has changed since immediately before the onset of the COVID-19 global health emergency.

Visit https://www.nationsreportcard.gov/ to view the report.

The National Center for Education Statistics, a principal agency of the U.S. Federal Statistical System, is the statistical center of the U.S. Department of Education and the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. Founded in 1867, NCES fulfills a congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.

The National Assessment of Educational Progress (NAEP) is a congressionally authorized project sponsored by the U.S. Department of Education. The National Center for Education Statistics, within the Institute of Education Sciences, administers NAEP. The commissioner of the National Center for Education Statistics is responsible by law for carrying out the NAEP project. Policy for the NAEP program is set by the National Assessment Governing Board (NAGB), an independent, bipartisan board whose members include governors, state legislators, local and state school officials, educators, business representatives and members of the general public. Since 1990, NAGB has been developing achievement levels, which are being used on a trial basis.

SOURCE National Center for Education Statistics

Our Lifestyle section on STM Daily News is a hub of inspiration and practical information, offering a range of articles that touch on various aspects of daily life. From tips on family finances to guides for maintaining health and wellness, we strive to empower our readers with knowledge and resources to enhance their lifestyles. Whether you’re seeking outdoor activity ideas, fashion trends, or travel recommendations, our lifestyle section has got you covered. Visit us today at https://stmdailynews.com/category/lifestyle/ and embark on a journey of discovery and self-improvement.

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401(k) plans and stock market volatility: What you need to know

Published

11 hours ago

April 26, 2025

Daily News Staff

Dr. Ronald Premuroso, Western Governors University School of Business With stock market charts resembling the contours of a roller-coaster ride in recent days, many Americans could be forgiven for eyeing their 401(k)s with a little concern. Retirement savings are crucial to the financial well-being of millions of especially older people in the U.S., so the concern is understandable. But just how worried should people be by market fluctuations? And just how big a hit do 401(k)s take when markets fall? The Conversation turned to Western Governors University’s Ronald Premuroso, an expert in this area, for answers.

What is a 401(k)?

Simply put, a 401(k) is an employer-sponsored retirement savings plan in which employees contribute a portion of their compensation on a tax-deferred basis. The employee is eligible at any age to contribute to a 401(k) plan and has the option to pay into these plans throughout their employment. Many employers match some or all of an employee’s contributions, making the plan even more attractive.

What about withdrawals?

Under Internal Revenue Service rules, someone with a 401(k) is required to start making monetary withdrawals from their plan when they reach age 73. Some people start withdrawing at an earlier age. Someone with a 401(k) can withdraw funds from the plan early, and at any time. But the money amounts withdrawn will typically be deemed taxable income. In addition, those age 59 and a half and under will likely face a 10% penalty on the withdrawal, unless the employer’s plan allows for hardship distributions, early withdrawals or loans from your plan account. The IRS has specific rules for these early withdrawals; if you find yourself in this situation, you should get help from a tax professional. All withdrawals starting at age 73, which tax professionals call “RMDs,” are then taxable in retirement – presumably at a lower tax rate than the employee was subject to while employed and working. So these withdrawals starting at age 73 can be a very tax-efficient way of financial planning, including personal income tax planning, for later in life, especially in one’s retirement years. Again, it’s important to get help from a tax professional to make sure you meet the IRS’ RMD dollar withdrawal requirements once you start withdrawing. In calendar-year 2025, the most that an employee can contribute to a tax-deferred 401(k) plan annually is US$23,500, including the employer’s match. “Super catch-up contributions are allowed for employees over the age of 50 to their employer’s 401(k) plan each year indexed to inflation. In 2025, super catch-up contributions allow individuals age 50 and older to contribute an additional $7,500 beyond the standard limit, bringing their total annual contribution to $31,000. For those turning age 60, 61, 62 or 63 in 2025, the SECURE Act 2.0 allows a higher catch-up contribution limit of $11,250, resulting in a total allowable contribution of $34,750 in 2025.

When and why did 401(k)s become popular?

Before 1978, retirement savings options were limited. In 1935, Congress created the Social Security Retirement Plan. This was followed by the Employee Retirement Income Security Act of 1974, which created individual retirement accounts, or IRAs, as a way for employees to save tax-deferred money for their retirement. 401(k) plans became popular with the passage of the Revenue Act of 1978 by Congress. Congress saw 401(k) plans at that time as an alternative way to supplement Social Security benefits that all eligible Americans are entitled to receive upon retirement. In 1981, the IRS issued new rules and regulations allowing employees to fund their 401(k)s through payroll deductions. This significantly increased the number of employees contributing to their employers’ 401(k) plans. As of September 2024, Americans held $8.9 trillion in 401(k) plans, according to the Investment Company Institute. A study published by the Pension Rights Center toward the end of 2023 using data provided by the Bureau of Labor Statistics concluded that 56% of all workers – including private sector and state and local government workers – participate in a workplace retirement plan. That equates to 145 million full- and part-time workers.

How are 401(k) plans affected by market rises and falls?

Contributions to a 401(k) are typically invested in a variety of financial instruments, including in the stock market. Most 401(k) plans offer investment options with varying levels of risk, allowing employees to choose based on their personal comfort levels and financial goals. Employers typically outsource the management of these 401(k) plans to third parties. Some of the largest companies managing 401(k) funds on behalf of employers and employees include Fidelity Investments, T. Rowe Price and Charles Schwab, to name just a few. Because many of these investments are tied to the stock market, 401(k) balances can rise or fall with market fluctuations.

An elderly lady sits at a table with papers in front of her. — 401(k) plans are a financial lifeline for many American retirees. Halfpoint Images/Getty Images

Should I be worried about the stock market tanking my 401(k)?

It depends on when you started making contributions, when you plan to retire and when you expect to start making withdrawals. Employees with 401(k) accounts should only be worried about falling stocks if they need the money right now – either for retirement living expenses or for other emergency reasons. If you don’t need to take money out soon, there’s usually no reason to panic. History has shown that markets can rebound quickly; short-term drops often don’t signal long-term trends. Over time, the stock market has experienced many periods of falling stock prices: the bursting of the internet bubble of 2000; the period after the events of 9/11; and the U.S. and global banking crisis of 2007-2010, to name but three. But overall, over time, stock market returns have averaged 9% from 1994 to 2024, and this includes the periods of falling stock prices mentioned above. So even if you are a baby boomer heading for retirement and your 401(k) has taken a hit in recent weeks, don’t panic. Bear in mind the truism that stock markets can always go down as well as up. History suggests that in the long run, depending upon your plans and timing for retirement, working together with a trusted financial adviser strategically with regard to your 401(k) retirement savings is a good approach, especially during periods like we have seen in recent weeks in the stock market. This article is for informational purposes and does not constitute financial advice. Consult with a qualified financial adviser before making financial decisions. Dr. Ronald Premuroso, Accounting Instructor, Western Governors University School of Business This article is republished from The Conversation under a Creative Commons license. Read the original article.

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Foodie News

3 Unforgettable Mother’s Day Meals That Will Make Her Heart (and Taste Buds) Sing

Create an unforgettable Mother’s Day with a home-cooked meal featuring three easy yet impressive recipes: Lemon Ricotta Pancakes, Mediterranean Brunch Board, and Herb-Crusted Salmon, paired with wines to enhance flavors and create lasting memories.

Published

17 hours ago

April 26, 2025

Rod Washington

AdobeStock 650183992 — A beautifully arranged table set with plates, silverware, and candles. Perfect for formal dining or special occasions.

Want to make this Mother’s Day extra special? Skip the crowded restaurants and show Mom your love through a home-cooked meal she’ll never forget. We’ve crafted three foolproof recipes that even kitchen novices can master – because nothing says “I love you” quite like a meal made from the heart.

pile of pancakes for mother's day — Photo by alleksana on Pexels.com

🌟 1. Heavenly Lemon Ricotta Pancakes with Berry Compote

Picture golden, cloud-like pancakes that practically float off the plate, their edges delicately crispy while their centers remain pillowy-soft and tender. The rich, creamy ricotta creates pockets of moisture that melt in your mouth, while bright lemon zest cuts through with citrusy sparkle. The warm berry compote cascades over the stack, its jewel-toned fruits bursting with sweet-tart juice that mingles perfectly with pure maple syrup.

cutting board with a variety of food — Photo by YEŞ on Pexels.com

🍳 2. Mediterranean Brunch Board

A feast for both eyes and palate, this stunning spread features eggs with golden yolks that ooze luxuriously when broken, their richness enhanced by aromatic dukkah’s nutty crunch. Creamy, house-made hummus swirled with extra virgin olive oil sits alongside prosciutto roses that fold like silk. Fresh figs, split to reveal their honey-sweet crimson centers, nestle against wedges of artisanal cheese that range from buttery-soft to crystalline-sharp. Every bite tells a story of Mediterranean sunshine.

ready to eat meat with basil leaves — Photo by Valeria Boltneva on Pexels.com

👑 3. Herb-Crusted Salmon with Champagne Cream Sauce

A masterpiece of textures and flavors: the salmon’s herb crust offers a satisfying crackle before revealing the perfectly cooked, rose-pink flesh beneath that flakes at the mere touch of a fork. The champagne cream sauce, velvety and sophisticated, pools elegantly around the fish, its subtle bubbles lending an air of celebration. Bright green asparagus spears provide the perfect crisp-tender contrast, while the wild mushroom risotto, infused with earthy aromatics and finished with a generous shower of Parmesan, creates a bed of creamy comfort that ties the whole dish together.

Why These Recipes Work:

Each recipe can be partially prepped in advance

Ingredients are easily found in most supermarkets

They’re impressive without being overly complicated

Perfect balance of flavors and textures

Suitable for various dietary preferences

Each bite is carefully crafted to create not just a meal, but a memorable experience that shows Mom just how special she is. The interplay of textures and flavors in each dish creates a symphony of tastes that will linger in her memory long after the last bite.

Here are some Wine Pairings to make these dishes perfect:

🌟 Lemon Ricotta Pancakes

Perfect Pairing: Prosecco or Moscato d’Asti

Why it works: The light bubbles and subtle sweetness complement the citrus notes while cutting through the richness of the ricotta.

🍳 Mediterranean Brunch Board

Perfect Pairing: Rosé or Albariño

Why it works: A crisp, dry rosé enhances the salty prosciutto and creamy cheeses, while Albariño’s mineral notes complement the Mediterranean flavors.

👑 Herb-Crusted Salmon

Perfect Pairing: Chardonnay or Pinot Noir

Why it works: A lightly oaked Chardonnay matches the richness of the champagne sauce, while a light-bodied Pinot Noir works beautifully with the herb crust.

Plating Instructions:

Lemon Ricotta Pancakes:

Stack 3-4 pancakes slightly off-center on a warm, white plate

Drizzle berry compote in an artistic swoosh from 2 o’clock to 7 o’clock

Garnish with fresh mint leaves and a light dusting of powdered sugar

Pro tip: Use a wide, flat plate to let the colors pop against the white background

Mediterranean Brunch Board:

Start with a large wooden board or slate platter

Create height by placing small bowls of hummus and dips at different points

Arrange prosciutto roses in a cascading pattern

Group cheeses by type, creating a gradient from soft to hard

Fill negative space with fresh herbs and edible flowers

Pro tip: Use small olive wood bowls for dips to add rustic elegance

Herb-Crusted Salmon:

Place the risotto in a shallow bowl using a ring mold

Position the salmon at a 45-degree angle, slightly overlapping the risotto

Arrange asparagus spears like a fan

Drizzle champagne sauce in an elegant circle around the plate

Garnish with micro herbs and edible flowers

Pro tip: Warm the plates before serving to keep everything at perfect temperature

Remember: The most important ingredient isn’t listed in any recipe – it’s the love and thought you put into making Mom’s day special. These meals aren’t just about the food; they’re about creating precious moments together.

Ready to make Mom’s day unforgettable? Save these recipes now and start planning your Mother’s Day menu. Trust us – seeing her face light up will be worth every minute in the kitchen.

Here are some related links to further help you make Mother’s Day special:

Good Housekeeping: 55 Best Mother’s Day Dinner Ideas – Good Housekeeping

Food Network: Mother’s Day Recipes: Brunch, Dinner, Desserts and More

NYT Cooking: Mother’s Day Recipes – NYT Cooking

Happy Mother’s Day!

At our core, we at STM Daily News, strive to keep you informed and inspired with the freshest content on all things food and beverage. From mouthwatering recipes to intriguing articles, we’re here to satisfy your appetite for culinary knowledge.

Visit our Food & Drink section to get the latest on Foodie News and recipes, offering a delightful blend of culinary inspiration and gastronomic trends to elevate your dining experience.

Food and Drink

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Lifestyle

Engineering students explore how to ethically design and locate nuclear facilities in this college course

Published

21 hours ago

April 26, 2025

The Conversation

nuclear plant — While nuclear power can reap enormous benefits, it also comes with some risks. Michel Gounot/GODONG/Stone via Getty Images

Aditi Verma, University of Michigan and Katie Snyder, University of Michigan Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.

Title of course:

Socially Engaged Design of Nuclear Energy Technologies

What prompted the idea for the course?

The two of us had some experience with participatory design coming into this course, and we had a shared interest in bringing virtual reality into a first-year design class at the University of Michigan. It seemed like a good fit to help students learn about nuclear technologies, given that hands-on experience can be difficult to provide in that context. We both wanted to teach students about the social and environmental implications of engineering work, too. Aditi is a nuclear engineer and had been using participatory design in her research, and Katie had been teaching ethics and design to engineering students for many years.

What does the course explore?

Broadly, the course explores engineering design. We introduce our students to the principles of nuclear engineering and energy systems design, and we go through ethical concerns. They also learn communication strategies – like writing for different audiences. Students learn to design the exterior features of nuclear energy facilities in collaboration with local communities. The course focuses on a different nuclear energy technology each year. In the first year, the focus was on fusion energy systems. In fall 2024, we looked at locating nuclear microreactors near local communities. The main project was to collaboratively decide where a microreactor might be sited, what it might look like, and what outcomes the community would like to see versus which would cause concern. Students also think about designing nuclear systems with both future generations and a shared common good in mind. The class explores engineering as a sociotechnical practice – meaning that technologies are not neutral. They shape and affect social life, for better and for worse. To us, a sociotechnical engineer is someone who adheres to scientific and engineering fundamentals, communicates ethically and designs in collaboration with the people who are likely to be affected by their work. In class, we help our students reflect on these challenges and responsibilities.

Why is this course relevant now?

Nuclear energy system design is advancing quickly, allowing engineers to rethink how they approach design. Fusion energy systems and fission microreactors are two areas of rapidly evolving innovation. Microreactors are smaller than traditional nuclear energy systems, so planners can place them closer to communities. These smaller reactors will likely be safer to run and operate, and may be a good fit for rural communities looking to transition to carbon-neutral energy systems. But for the needs, concerns and knowledge of local people to shape the design process, local communities need to be involved in these reactor siting and design conversations.

A woman wearing a black VR headset, which looks like a large, bulky pair of glasses with no lenses. — Students in the course explore nuclear facilities in virtual reality. Thomas Barwick/DigitalVision via Getty Images

What materials does the course feature?

We use virtual reality models of both fission and fusion reactors, along with models of energy system facilities. AI image generators are helpful for rapid prototyping – we have used these in class with students and in workshops. This year, we are also inviting students to do some hands-on prototyping with scrap materials for a project on nuclear energy systems.

What will the course prepare students to do?

Students leave the course understanding that community engagement is an essential – not optional – component of good design. We equip students to approach technology use and development with users’ needs and concerns in mind. Specifically, they learn how to engage with and observe communities using ethical, respectful methods that align with the university’s engineering research standards.

What’s a critical lesson from the course?

As instructors, we have an opportunity – and probably also an obligation – to learn from students as much as we are teaching them course content. Gen Z students have grown up with environmental and social concerns as centerpieces of their media diets, and we’ve noticed that they tend to be more strongly invested in these topics than previous generations of engineering students. Aditi Verma, Assistant Professor of Nuclear Engineering and Radiological Sciences, University of Michigan and Katie Snyder, Lecturer III in Technical Communication, College of Engineering, University of Michigan This article is republished from The Conversation under a Creative Commons license. Read the original article.