Re-engineering early engineering and quantitative education in the US

This paper presents a description of basic issues affecting the promotion of quantitative and engineering education from the earlier school grades in the United States. The main focus is on sharing some helpful information and observations regarding the complex pedagogical, socio-economic, technological, organizational and political issues involved. This is important, as the impact of the problems is deep and strategic to the future of the nation. The complexities involved however, warrant the application of the most powerful and successful systems engineering analysis and project management concepts and techniques available. The concept is that it is engineers who naturally are educated and develop strong concepts and skill to analyze, understand and solve real-life issues and problems, and these are the skills in high demand by elementary and high school students currently having worrisome difficulties. A more significant and meaningful inclusion of experienced engineering professionals is therefore recommended to participate in corresponding curriculum and instruction definition and implementation organizations at the district, state, and national levels.