by Lucy Li, Oct 29, 2025

This past evening I appeared before the NJSBA Resolution Subcommittee, and presented the resolution to enhance Science Technology Engineering and Math (STEM) education. This resolution was proposed by me and approved by the BRRSD BOE, and is now before the NJSBA.

Our district has a proud tradition of excellence, and has emphasized STEM. Many people, when they think of STEM, will think of its flagship program, such as robotics, however, it is not all. Robotics as a flagship is more representative of the Engineering and Technology portion, it is great, but let us not forget about basic science, which is the foundation for our students to further pursue STEM and many other fields and directions in life, and we can further strengthen it.

Tonight, I presented the STEM enhancement resolution that taps into the incredible potential of our students and families by boosting basic science education, with the outlook of the upcoming update of the New Jersey Student Learning Standards. This can be an initiative that enhances science education in all of New Jersey.

I am very thankful for the background research that was done and written up by NJSBA resolution subcommittee. The rationale and background were comprehensive and compelling. I would also like to add a few more points.

First of all, the competitiveness of educational excellence in New Jersey in the country and internationally. From my experience in higher education institutes, U.S. students do not fill all the needed graduate school positions in STEM subjects, and further industry needs for such talents. Many international students and talents fill those much-needed positions. Currently, most NJ schools offer quantitative physics courses at junior year, while many other countries introduce similar rigorous, quantitative science curricula at grade levels lower than the New Jersey schools, such as middle schools. There might be concern about student readiness with math capability. This is valid, however, not all quantitative science needs calculus or high-level math. For example, Ohm’s Law can be taught after completion of elementary math. Rigorous biology also does not need extensive and intensive math preparation. With curriculum review, it is possible to introduce rigorous, quantitative science education at earlier grades, and it will bring New Jersey students’ science education progress on par with international competitors.

Additionally, quantitative, rigorous basic science research is beneficial to other subjects, contributing to overall academic achievement, and prepares students for career readiness and career technical training. The application of math, the logic and critical thinking that are intrinsic to science subjects, will provide a balanced approach and benefit the students’ overall academic achievement. For students considering Vo-Tech, having exposure to rigorous, quantitative science education also enables them to make a more informed decision on pursuing career technical training.

Further, adequate instruction time at school improves equity across families’ socioeconomic status. When the subject is not given enough instruction time, the subject would be perceived as difficult and tutoring would often be needed. This will impact families with fewer resources more. By strengthening the instruction time and curriculum, we can effectively close a performance gap.

Let’s keep New Jersey leading the way by advancing this resolution to enhance basic science education. It’s about giving our kids the tools to shine. I look forward to presenting it to the full delegate assembly in November.