WHO WE ARE

We are a non-profit education organization founded by educators holding graduate degrees in education from accredited US universities.

We serve English Language Learners (ELLs) and newcomers, their educators and parents.

We closely know the challenges that ELLs and newcomers face because we walked miles in their shoes before coming here as educators, learners, and parents. These challenges are all real. However, we want them to know that there are also immense opportunities for them to thrive

and that we can provide professional support to explore these opportunities and help them navigate the challenges.

The US Federal Government, States, and the US Department of Education provide substantial resources for ELLs. However, these resources often go underutilized due to various challenges. If these resources can be used more effectively through evidence-based and professional guidance and support, these populations can be more involved in college and university, particularly in STEMM fields as there is a growing need in these workforce areas in

the US and the world.

With our extensive knowledge, expertise, and first-hand experience in the US education system, we believe we are uniquely positioned to help these populations minimize the barriers and explore the unique pathways tailored to every individual's needs through brain-based educational approaches.

In the fast-evolving technology age, the innovation capacity of the United States and the world hinges on an effective and inclusive STEMM education ecosystem. STEMM fields are key drivers of innovation and economic growth. However, according to the Federal STEM Education Strategic Plan reports, many students, families, and educators do not receive the holistic support they need to develop an interest in the STEMM fields, especially at the K-12 level. Besides, research and substantial statistical data indicate that U.S. student performance in science and math has not improved over a decade, with recent reports suggesting it is on the decline. Long-standing disparities persist in student science and math scores across racial, ethnic, and socio-economic groups. There has also been an increasing decline in the number of students who pursue STEMM fields and an increase in the STEMM attrition rates in the early stages of college. As a result, the US often employs STEMM experts from other countries to meet STEMM education and workforce needs, leading to more immigration while newcomers, underrepresented populations, and English Learners (ELLs) already residing in the US continue increasing the workforce imbalance and oversaturation in non-STEMM fields.

The National Science Board: Vision 2030 asks a fundamental question:

"How can the U.S. increase STEM skills and opportunities for all Americans?"

In response to this crucial question, the Vision 2030 report identified three overarching goals: build strong foundations for STEM literacy, increase diversity, equity, and inclusion in STEM, and prepare the STEM workforce for the future. The CoSTEM Progress Report 2021 indicates that " when an organization’s workforce is diverse in terms of gender, race, socioeconomic status, ethnicity, physical ability, geography, etc., and provides an inclusive environment that values diversity and promotes equitable opportunities, the organization better retains talent and is more innovative and productive." As the Center for Innovative Education, we aim to contribute to the establishment of such diverse organizations and society by fostering the capacities of newcomers, underrepresented populations, and English Language Learners (ELLs) so that they can thrive and contribute to the nation’s growing demand for STEMM fields, and bring in their diverse perspective and legacy to build a culture of mosaic.

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WHY WE DO WHAT WE DO

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